Exploring tools and materials
Students get comfortable with crayons, markers, paint, glue, and scissors. They try out lines, shapes, and colors and learn how to take care of their supplies.
What does a student learn in
This is the year art starts with a real idea, not just a scribble. Students learn to plan a drawing or painting before they begin, try out colors and shapes, and finish a piece they feel ready to show. They also start talking about art, telling what they see in a picture and what it might mean. By spring, students can share a finished artwork and say what it is about.
- Drawing and painting
- Colors and shapes
- Planning artwork
- Talking about art
- Sharing finished work
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 their own ideas
Students come up with their own ideas to draw, paint, and build. Pictures often start from family, pets, favorite places, and stories they know.
- 3
Looking at and talking about art
Students look closely at their own work and at art made by others. They notice colors and shapes and start to guess what an artwork might be about.
- 4
Finishing and sharing work
Students learn to keep working on a piece until it feels done, then choose favorites to display. They practice talking about what their art means.
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 draw on things they already know and moments from their own life to make artwork. A drawing about a family dinner or a pet counts as making this connection.
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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. That context helps them understand what the art means.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students draw on things they already know and moments from their own life to make artwork. A drawing about a family dinner or a pet counts as making this connection. | VA:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Students look at artwork and talk about where it came from, who made it, and why. That context helps them understand what the art means. | VA:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for their own drawings, paintings, and artwork. This standard is about sparking original thinking before the creating begins.
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Organize and develop artistic ideas and work
Students arrange shapes, colors, and materials to turn an early idea into a finished piece of art.
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Refine and complete artistic work
Students look at their own artwork, decide what to fix or finish, and make changes before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for their own drawings, paintings, and artwork. This standard is about sparking original thinking before the creating begins. | VA:Cr1.k |
| Organize and develop artistic ideas and work | Students arrange shapes, colors, and materials to turn an early idea into a finished piece of art. | VA:Cr2.k |
| Refine and complete artistic work | Students look at their own artwork, decide what to fix or finish, and make changes before calling it done. | VA:Cr3.k |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students look at their drawings and paintings, pick a favorite piece, and explain why they chose it.
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Develop and refine artistic techniques and work for presentation
Students practice and improve their artwork before sharing it with others. This means taking time to fix small mistakes and make sure the piece looks the way they want it to look.
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Convey meaning through the presentation of artistic work
Students share their artwork with others and explain what it means or how it makes them feel.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students look at their drawings and paintings, pick a favorite piece, and explain why they chose it. | VA:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice and improve their artwork before sharing it with others. This means taking time to fix small mistakes and make sure the piece looks the way they want it to look. | VA:Pr5.k |
| Convey meaning through the presentation of artistic work | Students share their artwork with others and explain what it means or how it makes them feel. | VA:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a picture or artwork and talk about what they notice, such as the colors, shapes, and what the piece might be showing.
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Interpret intent and meaning in artistic work
Students look at a piece of art and explain what they think it means or how it makes them feel. There are no wrong answers, just reasons behind them.
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Apply criteria to evaluate artistic work
Students look at a drawing or painting and decide what they like about it and why. They practice saying what makes a piece of work feel finished, colorful, or interesting.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a picture or artwork and talk about what they notice, such as the colors, shapes, and what the piece might be showing. | VA:Re7.k |
| Interpret intent and meaning in artistic work | Students look at a piece of art and explain what they think it means or how it makes them feel. There are no wrong answers, just reasons behind them. | VA:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a drawing or painting and decide what they like about it and why. They practice saying what makes a piece of work feel finished, colorful, or interesting. | VA:Re9.k |
Common Questions
What does visual art look like at this age?
Students draw, paint, cut, glue, and build with simple materials. They make art about things they know, like family, pets, and weather. The goal is exploring ideas and tools, not making everything look realistic.
How can I support art at home without buying a lot of supplies?
Keep crayons, paper, scissors, and glue in one easy spot. Ask students to draw a story from their day or a picture of someone they love. Five to ten minutes a few times a week builds real confidence with tools.
My child says they are bad at art. What should I do?
Focus on choices, not skill. Ask what colors they picked, what they added, and why. Praise the thinking behind the picture instead of how neat or realistic it looks, and avoid drawing over their work to fix it.
How do I plan a year of art for students this young?
Plan around a few materials at a time: drawing, painting, paper and glue, then simple sculpture. Repeat each material across several weeks so students get past the novelty and start making real choices. Tie projects to what students are reading and the seasons.
How much should students talk about their art?
Short conversations matter more than long ones. Ask what the art is about, what part took the most work, and what they might change next time. A minute of real talk teaches more than a worksheet.
What usually needs the most reteaching?
Holding scissors, controlling glue, and cleaning up brushes take the longest to settle. Build short routines for each one and practice them on low-stakes scraps before any real project. Once the routines stick, projects move much faster.
Should art connect to other subjects or stand on its own?
Both. Some projects can grow from a story, a science topic, or a holiday students are learning about. Others should be open, where students pick the subject and the materials so they practice making their own choices.
How do I know students are ready for first grade art?
By the end of the year, students should pick a subject, choose materials, and finish a piece they can talk about. They should name a few artists or artworks they have looked at and say what they notice. Neatness is not the bar.