Sparking ideas for media
Students start the year noticing media around them, like videos, photos, and sounds. They brainstorm their own ideas for short projects and learn that an idea can come from a story they know or something they saw at home.
What does a student learn in
This is the year students start making media art on purpose instead of by accident. Students come up with ideas from their own lives, then use simple tools like cameras, drawings, or recordings to put those ideas together. They practice sharing their work with classmates and saying what they like about someone else's. By spring, students can plan a short video, photo, or audio piece and explain what it means.
- Making media
- Sharing ideas
- Using simple tools
- Talking about art
- Planning a project
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
Building simple media projects
Students try out cameras, drawing apps, and recording tools to put their ideas together. They learn to organize pictures or sounds in an order that makes sense to a viewer.
- 3
Polishing work to share
Students pick which project to share and make small fixes to clean it up. They practice choosing a title, a cover image, or the right clip so a viewer understands what the piece is about.
- 4
Watching and talking about media
Students look closely at their own work and at media made by others. They describe what they notice, guess what the maker meant, and say what they liked and what could be clearer.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students draw on things they know and moments from their own lives to make media art. A memory, a feeling, or something they saw at home can become the starting point for what they create.
-
Relate artistic ideas and works with societal, cultural
Students look at a photo, video, or drawing and talk about what was happening in the world when it was made. That context helps them understand why it looks the way it does.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students draw on things they know and moments from their own lives to make media art. A memory, a feeling, or something they saw at home can become the starting point for what they create. | MA:Cn10.1 |
| Relate artistic ideas and works with societal, cultural | Students look at a photo, video, or drawing and talk about what was happening in the world when it was made. That context helps them understand why it looks the way it does. | MA:Cn11.1 |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for media art projects, like a short video, a digital drawing, or a photo, before they start making anything.
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Organize and develop artistic ideas and work
Students choose images, sounds, or movement to build a simple media project, like a drawing made with a camera or a short video, and decide how to put the pieces together.
-
Refine and complete artistic work
Students look back at a media project they started, make small improvements, and decide when it is ready to share.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for media art projects, like a short video, a digital drawing, or a photo, before they start making anything. | MA:Cr1.1 |
| Organize and develop artistic ideas and work | Students choose images, sounds, or movement to build a simple media project, like a drawing made with a camera or a short video, and decide how to put the pieces together. | MA:Cr2.1 |
| Refine and complete artistic work | Students look back at a media project they started, make small improvements, and decide when it is ready to share. | MA:Cr3.1 |
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 and explain why they picked it over others.
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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.
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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 is meant to show or say to an audience.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their media projects to share and explain why they picked it over others. | MA:Pr4.1 |
| 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:Pr5.1 |
| Convey meaning through the presentation of artistic work | Students share a drawing, photo, or short video they made and explain what it is meant to show or say to an audience. | MA:Pr6.1 |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a photo, video, or digital image and describe what they notice. They start to explain why certain colors, sounds, or shapes catch their attention.
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Interpret intent and meaning in artistic work
Students look at a media artwork and explain what they think the creator was trying to say. They describe what the image, sound, or video makes them think or feel.
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Apply criteria to evaluate artistic work
Students look at a piece of media art and explain what they think works and what doesn't, using a simple rule or reason to back up their opinion.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a photo, video, or digital image and describe what they notice. They start to explain why certain colors, sounds, or shapes catch their attention. | MA:Re7.1 |
| Interpret intent and meaning in artistic work | Students look at a media artwork and explain what they think the creator was trying to say. They describe what the image, sound, or video makes them think or feel. | MA:Re8.1 |
| Apply criteria to evaluate artistic work | Students look at a piece of media art and explain what they think works and what doesn't, using a simple rule or reason to back up their opinion. | MA:Re9.1 |
Common Questions
What is media arts in first grade?
Media arts is making things like short videos, photos, simple animations, sound recordings, and digital drawings. Students try out tools like a tablet camera or a recording app and put together small projects that tell a story or share an idea.
What should my child be able to do by the end of the year?
Students should be able to come up with an idea for a small media project, put it together with help, and share it with others. They should also be able to talk about what they made and what they liked or wanted to change.
How can I support media arts at home without fancy equipment?
A phone or tablet is plenty. Let students take photos of a pet, record a short voice story, or make a slideshow about their weekend. Then sit with them and ask what they want to keep and what they want to redo.
How should I sequence media arts across the year?
Start with exploring one tool at a time, like a camera or a recording app, before combining them. Move from short single-image or single-sound projects in the fall to small multi-part projects by spring, where students plan, capture, and revise.
How much screen time does this involve?
Most projects use short bursts of device time, often 10 to 20 minutes, with planning and sharing done off the screen. Drawing a storyboard on paper, acting out a scene, and talking about a finished piece are all part of the work.
What does student work usually look like at this age?
Expect short pieces: a 15 second video, a photo with a caption read aloud, a four-slide story, or a recorded sound effect for a class book. Quality comes from a clear idea and a willingness to redo a part, not from polish.
How do students learn to revise their work?
After a first try, ask one specific question: was the voice loud enough, was the picture in focus, did the story make sense? Students then change one thing and try again. Two rounds of small changes is plenty at this age.
How do students learn to talk about other people's work?
Give students two simple prompts: what did you notice, and what did it make you think about. Practice with picture books, short videos, or a classmate's project. Avoid ranking work as good or bad and focus on what the maker was trying to do.
How do I know students are ready for second grade media arts?
Students should be able to plan a small project, use a basic tool with light support, make one round of changes based on feedback, and explain what their piece is about. Comfort with sharing work and listening to a classmate's ideas matters as much as the tech skills.