Coming up with ideas
Students start the year exploring what media art can be. They share ideas from their own lives and try out small projects using pictures, sound, or video.
What does a student learn in
This is the year students start making media art on purpose, with a story or feeling they want to share. Students come up with ideas, try them out with tools like cameras, drawings, or simple recordings, and then fix what isn't working. They also look at media made by others and talk about what it means. By spring, students can share a short photo, video, or sound piece and explain why they made it that way.
- Making media
- Sharing ideas
- Using cameras
- Drawing and sound
- Talking about 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
Building and shaping projects
Students learn to organize their ideas into a project they can actually make. They practice simple tools and techniques and start putting pieces together.
- 3
Looking closely at media
Students watch, listen to, and talk about media made by others. They notice what the creator was trying to say and connect it to their own world.
- 4
Finishing and sharing work
Students refine their projects and pick favorites to share with the class. They talk about what worked, what they would change, and what their work means to them.
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 connect something from their own life to a media arts project. A memory, a feeling, or something they know helps shape what they make.
-
Relate artistic ideas and works with societal, cultural
Students look at a piece of media art, like a photo or short video, and talk about where it came from or what was happening in the world when it was made.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something from their own life to a media arts project. A memory, a feeling, or something they know helps shape what they make. | MA:Cn10.1 |
| Relate artistic ideas and works with societal, cultural | Students look at a piece of media art, like a photo or short video, and talk about where it came from or what was happening in the world when it was made. | MA:Cn11.1 |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for simple media projects, like a drawing, photo, or short video, and decide what they want to make before they start.
-
Organize and develop artistic ideas and work
Students pick their best idea and turn it into a short project, like a drawing, photo, or simple animation. They make choices about what to include and put the pieces together on purpose.
-
Refine and complete artistic work
Students revisit a media project, make small changes to improve it, and decide when it feels finished.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for simple media projects, like a drawing, photo, or short video, and decide what they want to make before they start. | MA:Cr1.1 |
| Organize and develop artistic ideas and work | Students pick their best idea and turn it into a short project, like a drawing, photo, or simple animation. They make choices about what to include and put the pieces together on purpose. | MA:Cr2.1 |
| Refine and complete artistic work | Students revisit a media project, make small changes to improve it, and decide when it feels finished. | MA:Cr3.1 |
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 others and explain why they chose it.
-
Develop and refine artistic techniques and work for presentation
Students practice and improve a media project (like a drawing, photo, or short video) before sharing it with others.
-
Convey meaning through the presentation of artistic work
Students share a drawing, animation, or other media project and talk about what they were trying to say with it.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick which of their media projects to share with others and explain why they chose it. | 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) before sharing it with others. | MA:Pr5.1 |
| Convey meaning through the presentation of artistic work | Students share a drawing, animation, or other media project and talk about what they were trying to say with it. | MA:Pr6.1 |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a media artwork, like a photo, video, or digital image, and describe what they notice. They begin to explain why certain colors, sounds, or images stand out to them.
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Interpret intent and meaning in artistic work
Students look at a photo, video, or digital image and explain what they think the creator was trying to say. They talk about what they notice and why it matters.
-
Apply criteria to evaluate artistic work
Students look at a piece of media art and say what works and what could be different, using simple reasons like color, sound, or how the story feels.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a media artwork, like a photo, video, or digital image, and describe what they notice. They begin to explain why certain colors, sounds, or images stand out to them. | MA:Re7.1 |
| Interpret intent and meaning in artistic work | Students look at a photo, video, or digital image and explain what they think the creator was trying to say. They talk about what they notice and why it matters. | MA:Re8.1 |
| Apply criteria to evaluate artistic work | Students look at a piece of media art and say what works and what could be different, using simple reasons like color, sound, or how the story feels. | MA:Re9.1 |
Common Questions
What is media arts in first grade?
Media arts means making things like short videos, simple animations, photos, voice recordings, and digital drawings. Students learn that pictures and sounds can tell a story or share an idea. Most of the year is about trying tools and noticing how a clip or picture makes you feel.
What should students be able to do by the end of the year?
Students should be able to come up with an idea, make a short piece using pictures, sound, or video, and share it with the class. They should also be able to say what they like about a classmate's work and what they might change in their own.
How can families support media arts at home?
Let students take photos or record short videos on a phone or tablet about something they care about, like a pet or a snack they made. Ask them to play it back and tell you why they chose that shot or sound. Five minutes is plenty.
Do students need a fancy device or app at home?
No. A basic phone, tablet, or even a paper flipbook works. The skill is choosing what to show and in what order, not using expensive software. Free camera and voice recorder apps cover almost everything at this age.
How do I sequence media arts across the year?
Start with looking and listening: watch short clips and talk about what students notice. Move into making simple pieces with one tool at a time, like photos, then sound, then a short video. End the year with a small project that combines two of those.
Which skills usually need the most reteaching?
Planning before recording is the big one. First graders tend to hit record and hope for the best. Short planning routines, like sketching three pictures on a sticky note before filming, pay off all year.
How should students talk about their work and others' work?
Keep the language simple: what do you see, what do you hear, how does it make you feel, and what would you try next time. Practice these four questions often so students get comfortable giving and getting feedback without it feeling like a test.
How will I know a student is ready for second grade?
A ready student can plan a short piece, make it with a tool they have used before, and explain one choice they made, such as why they picked a song or a close-up shot. They can also point to one thing a classmate did well.