Exploring tools and ideas
Students get their hands on cameras, tablets, microphones, and drawing apps. They play with what each tool can do and start sharing simple ideas about what they want to make.
What does a student learn in
This is the year students start playing with cameras, tablets, and sound to tell little stories of their own. Students take pictures, record their voices, and arrange pictures or clips with a teacher's help. They talk about what they made and what they notice in cartoons, photos, and songs from home. By spring, students can share a short photo or recording and say what it is about.
- Taking photos
- Recording sounds
- Sharing stories
- Talking about media
- Using tablets
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 put their ideas into small projects like a photo, a recorded sound, or a short video. They borrow from stories and experiences at home to decide what to show.
- 3
Choosing and improving work
Students pick a favorite piece and make it better. They might retake a picture, add a sound, or change the order so the project says what they meant.
- 4
Sharing and talking about media
Students show their work to classmates and family and talk about what other people have made. They notice what they like, what the artist might mean, and what could be even better.
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 lives as the starting point for making art. A drawing might come from a favorite animal or a memory of something that happened at home.
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Relate artistic ideas and works with societal, cultural
Students notice how the art they make or see connects to the world around them, like family traditions, celebrations, or stories from their community.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students use things they already know and moments from their own lives as the starting point for making art. A drawing might come from a favorite animal or a memory of something that happened at home. | MA:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Students notice how the art they make or see connects to the world around them, like family traditions, celebrations, or stories from their community. | MA:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students play with simple tools like crayons, clay, or a camera to come up with their own ideas and make something new.
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Organize and develop artistic ideas and work
Students pick materials and arrange them to make something they had in mind. This is the early work of turning an idea into an actual piece of art.
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Refine and complete artistic work
Students pick a favorite drawing or project, look it over, and decide if anything needs fixing before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students play with simple tools like crayons, clay, or a camera to come up with their own ideas and make something new. | MA:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick materials and arrange them to make something they had in mind. This is the early work of turning an idea into an actual piece of art. | MA:Cr2.pk |
| Refine and complete artistic work | Students pick a favorite drawing or project, look it over, and decide if anything needs fixing before calling it 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 to share with the class 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 or simple 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 to express an idea or feeling. The work itself carries the message.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick which of their media projects to share with the class 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 or simple 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 to express an idea or feeling. The work itself carries the message. | MA:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look at photos, videos, and drawings and talk about what they notice. This is the start of learning to pay attention to art and describe what they see.
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Interpret intent and meaning in artistic work
Students look at a picture, video, or song and talk about what they think the person who made it was trying to say or show.
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Apply criteria to evaluate artistic work
Students look at a piece of artwork and say what they notice and what they like about it. They start to explain why one thing works better than another.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look at photos, videos, and drawings and talk about what they notice. This is the start of learning to pay attention to art and describe what they see. | MA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a picture, video, or song and talk about what they think the person who made it was trying to say or show. | MA:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at a piece of artwork and say what they notice and what they like about it. They start to explain why one thing works better than another. | MA:Re9.pk |
Common Questions
What is media arts at this age?
Media arts means making and sharing simple work with tools like cameras, tablets, voice recorders, and photos. Students take pictures, record short videos or sounds, and play with apps that draw or make music. The point is to explore the tools and tell little stories with them.
What should students be able to do by the end of the year?
Students can use a camera or tablet with help to take a photo, record a short clip, or make a simple drawing on screen. They can talk about what they made, why they made it, and what they like about a classmate's work. They share their pieces with the class in small ways.
How can families support media arts at home?
Hand over a phone or tablet for short, supervised sessions and ask students to take five photos of something they care about, like a pet or a meal. Then sit together and talk about which one is their favorite and why. Ten minutes is plenty.
Do students need a lot of screen time to learn this?
No. Short bursts work better than long sessions at this age. A few minutes with a camera, a drawing app, or a recorder, followed by talking about what they made, does more than an hour of passive watching.
What does my child actually make in media arts?
Expect photos, short videos, voice recordings, simple digital drawings, and class slideshows. Many projects mix media arts with stories, songs, or things students built with their hands. The work is usually short and playful, not polished.
How should media arts be sequenced across the year?
Start with exploring one tool at a time, like a camera or a recording app, so students learn the buttons and the routines. Move into simple projects that connect to themes already in the classroom, such as family, weather, or community helpers. Save sharing and reflection routines for the second half of the year, once students have work to talk about.
Which skills usually need the most reteaching?
Handling devices gently, framing a subject in the camera, and waiting for a turn tend to need the most practice. Talking about a piece beyond liking or not liking it also takes repeated modeling with sentence stems.
How do I know students are ready for kindergarten media arts?
Students can pick up a device, make something small on purpose, and tell a peer or adult what it is about. They can also look at another student's work and say one specific thing they notice. That base is enough to build on next year.
What if we do not have tablets or cameras in the classroom?
A single shared device, a class phone, or even printed photos and a voice recorder cover most of these expectations. Rotate small groups through one station rather than trying to equip every student. The thinking matters more than the gear.