Exploring media and tools
Students try out cameras, tablets, drawing apps, and recording tools for the first time. They learn what each tool does and start sharing ideas they want to make into pictures, sounds, or short videos.
What does a student learn in
This is the year students start making simple media projects, like a short video, a drawing on a tablet, or a recorded sound, and begin thinking of themselves as makers. Students come up with an idea, try it out with help, and share the finished piece with the class. They also talk about what they see and hear in other people's work, saying what they notice and what it might mean. By spring, students can plan a small media project, finish it, and explain why they made the choices they did.
- Making media
- Sharing work
- Talking about art
- Trying ideas
- Tools and tech
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 with pictures and sound
Students put their ideas together into small projects, like a drawing on a tablet, a photo story, or a short recording. They learn to plan a little before they make, and to keep going when something does not work the first time.
- 3
Finishing and sharing work
Students pick a project they want others to see and clean it up. They practice showing their work to the class and saying what it is about, so a viewer or listener can follow along.
- 4
Looking and responding
Students watch, listen to, and talk about pictures, videos, and sounds made by classmates and others. They share what they notice, what the work might mean, and what they like or would change.
- 5
Art in their world
Students connect the media they make to their own lives and to shows, songs, and pictures they already know. They start to see that art comes from real people and real places.
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 what they know and what they've lived through to make media art. A memory, a feeling, or something from daily life becomes the starting point for creating.
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Relate artistic ideas and works with societal, cultural
Students look at a piece of art and talk about where it came from, who made it, and why. That connection helps the image mean more than what's on the surface.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect what they know and what they've lived through to make media art. A memory, a feeling, or something from daily life becomes the starting point for creating. | MA:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Students look at a piece of art and talk about where it came from, who made it, and why. That connection helps the image mean more than what's on the surface. | MA:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for simple media projects, like drawing a picture to tell a story or deciding what sounds or images to use before they start making something.
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Organize and develop artistic ideas and work
Students pick a simple idea (a color, a shape, a feeling) and decide how to turn it into a picture, a video clip, or a sound. They make basic choices about what to include before they start creating.
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Refine and complete artistic work
Students finish a media art project by reviewing it and making small changes before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for simple media projects, like drawing a picture to tell a story or deciding what sounds or images to use before they start making something. | MA:Cr1.k |
| Organize and develop artistic ideas and work | Students pick a simple idea (a color, a shape, a feeling) and decide how to turn it into a picture, a video clip, or a sound. They make basic choices about what to include before they start creating. | MA:Cr2.k |
| Refine and complete artistic work | Students finish a media art project by reviewing it and making small 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 others and talk about why they picked it.
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Develop and refine artistic techniques and work for presentation
Students practice a media art project (like a drawing, photo, or simple animation) 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 a drawing, photo, or short video they made and explain what it means or how it makes them feel.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their media projects to share with others and talk about why they picked it. | MA:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice a media art project (like a drawing, photo, or simple animation) more than once to make it better before sharing it with others. | MA:Pr5.k |
| Convey meaning through the presentation of artistic work | Students share a drawing, photo, or short video they made and explain what it means or how it makes them feel. | MA:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students look at photos, videos, or simple animations and say what they notice. They describe colors, shapes, sounds, or movements and start to explain what grabs their attention.
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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 creator was trying to show or feel.
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Apply criteria to evaluate artistic work
Students look at a piece of media art and say what they like or notice, using simple questions like "Is it clear?" or "Does it make sense?" as a guide.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look at photos, videos, or simple animations and say what they notice. They describe colors, shapes, sounds, or movements and start to explain what grabs their attention. | MA:Re7.k |
| Interpret intent and meaning in artistic work | Students look at a photo, video, or drawing and say what they think the creator was trying to show or feel. | MA:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a piece of media art and say what they like or notice, using simple questions like "Is it clear?" or "Does it make sense?" as a guide. | MA:Re9.k |
Common Questions
What is media arts in kindergarten?
Students make art using things like photos, video, sound, and simple animations on a tablet or camera. At this age it is mostly play with a purpose: take a picture, record a sound, draw on a screen, and share what was made.
How can I support media arts at home?
Let students take photos or short videos of things they care about, like a pet or a drawing. Then ask what they wanted to show and why they picked that moment. Five minutes of looking together counts more than fancy equipment.
Does a kindergartener need a tablet or special apps for this?
No. A basic phone camera, a voice recorder, and paper for storyboards are plenty. The goal is to notice that pictures, sounds, and movement can tell a story, not to learn software.
What should media arts look like across the year?
Start with noticing: look at photos, short clips, and picture books and talk about what students see and hear. Move into making simple pieces like a photo of a feeling or a recorded story. End the year with students sharing a finished piece and saying what it means.
How do students come up with their own ideas at this age?
Give a small prompt tied to something real, like a favorite place or a class pet. Offer two or three tools to pick from so the choice feels manageable. Ideas grow faster when the topic is close to home.
How do I help when a child says their project is bad or wants to start over?
Ask what part feels wrong and what they would change. Often one small fix, a new photo or a louder voice recording, is enough. Finishing a piece they almost like teaches more than starting fresh every time.
What does it look like when a kindergartener is ready for first grade in media arts?
Students can plan a small piece, make it with a simple tool, and tell someone what it is about. They can also look at another piece of media and say one thing they notice and one thing they like or would change.
How should presenting and sharing work in a kindergarten classroom?
Keep showings short and frequent. A two-minute share at the rug, where the maker says what it is and classmates name one thing they noticed, builds the habit of presenting without pressure.