Exploring art materials
Students get hands on with crayons, paint, paper, and clay. They learn how each material feels and what marks it can make, building comfort with the basic tools of art.
What does a student learn in
This is the year art moves from random scribbles to making something on purpose. Students try out crayons, paint, paper, and clay, and they start talking about what they made and why. They also look at art other people made and share what they notice. By spring, they can pick a favorite drawing or painting of their own, share the story behind it, and explain a little about what they see in someone else's work.
- Drawing and painting
- Working with materials
- Talking about art
- Sharing finished work
- Looking at others' art
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 an idea from their own life, like a pet or a family trip, and turn it into a drawing or a project. They learn that art can come from things they already know.
- 3
Looking at art together
Students look closely at pictures and objects and talk about what they see. They notice colors, shapes, and feelings, and hear how other children describe the same piece.
- 4
Finishing and sharing work
Students decide when a piece is done, give it a title, and show it to others. They practice talking about what they made and why it matters to them.
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 paint ideas from their own life, like family, home, or things they love. Personal experience is the starting point for making art.
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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 why. A painting or sculpture can tell a story about a place, a time, or the people who lived there.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students draw or paint ideas from their own life, like family, home, or things they love. Personal experience is the starting point for making art. | 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 why. A painting or sculpture can tell a story about a place, a time, or the people who lived there. | VA:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with their own ideas for drawings, paintings, and other art before they start making them.
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Organize and develop artistic ideas and work
Students pick up crayons, paint, or other materials and make something on purpose. They learn to turn a simple idea into a finished piece.
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Refine and complete artistic work
Students finish a drawing or craft 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 their own ideas for drawings, paintings, and other art before they start making them. | VA:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick up crayons, paint, or other materials and make something on purpose. They learn to turn a simple idea into a finished piece. | VA:Cr2.pk |
| Refine and complete artistic work | Students finish a drawing or craft by reviewing it and making small changes before calling it done. | 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 art projects to share with the class or display on the wall.
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Develop and refine artistic techniques and work for presentation
Students practice a drawing or craft more than once, making small improvements before sharing it with others.
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Convey meaning through the presentation of artistic work
Students share drawings or artwork with others and talk about what they made and why. Showing their work is part of making it.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their drawings or art projects to share with the class or display on the wall. | VA:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a drawing or craft more than once, making small improvements before sharing it with others. | VA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share drawings or artwork with others and talk about what they made and why. Showing their work is part of making it. | 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, noticing colors, shapes, and what the image might show.
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Interpret intent and meaning in artistic work
Students look at a piece of art and talk about what they think the artist was trying to show or how it makes them feel.
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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 picture feel finished or interesting.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a picture or artwork and talk about what they see, noticing colors, shapes, and what the image might show. | VA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a piece of art and talk about what they think the artist was trying to show or how it makes them feel. | 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 picture feel finished or interesting. | VA:Re9.pk |
Common Questions
What does visual arts look like for a four-year-old?
Mostly making things with crayons, paint, paper, clay, and glue. Students try out colors and shapes, talk about what they made, and look at pictures other people have made. It is play with a purpose, not finished masterpieces.
How can a parent help with art at home?
Keep a small bin of crayons, markers, scissors, glue, and scrap paper where students can reach it. Ask them to tell about their picture instead of guessing what it is. Hang the work up for a few days so they see it matters.
Does the artwork need to look like something real?
No. At this age scribbles, blobs, and odd-looking people are exactly right. What matters is that students are choosing colors, filling the page, and starting to say what their picture is about.
How should a teacher plan the year across these standards?
Plan in short units around a material or idea: lines, color mixing, collage, clay, self-portraits, looking at one artist. Each unit can hit making, sharing, and responding without separate lessons for each standard. Repeat materials so students get better with them.
What is the best way to talk about a student's art?
Describe what is on the page before judging it. Say something like, you used a lot of blue at the top, or, these lines go all the way across. Then ask what is happening in the picture and listen.
How much time should art take in a pre-k day?
Short, frequent sessions work better than long ones. Ten to twenty minutes of open art most days, plus a longer guided project once or twice a week, is plenty. Always leave time to clean up and share.
How do we know a student is ready for kindergarten art?
Students can hold a crayon or brush with control, cut roughly along a line, and stick parts together with glue. They can talk about their own picture and say something kind about a classmate's. They are willing to try a new material without giving up.
What if a student says they are bad at art?
Take it seriously and shift the focus off the result. Sit beside them, make marks together, and notice small choices out loud. Avoid drawing for them, since copying an adult's work is what usually convinces a child their own is wrong.