Teacher Names: Miss Kate Toensmeyer

Lesson Title: Gustav Klimts Trees of Life

Grade Level: 1st Grade
Time Frame: 40 minutes over two classes
Second of Two Gustav Klimt Projects
Lesson Narrative:
This lesson sequence follows the class earlier lesson about Austrian artist, Gustav Klimt. As
students analyze the visual components of Klimts Tree of Life, they will apply similarly repeated
shapes and lines to their own work. As they create their own trees of life, students will learn
the process of printmaking on scratchboard. Throughout the lesson, the class will discuss the
difference between realistic artwork and abstract artwork, emphasizing that artists like Klimt
have specific reasons and intentions behind making their work look abstract.
Lesson Rationale:
This project introduces students to
printmaking, a new art-making method. It
also reviews the use of repetition, a core
principle of design, as well as the difference
between realistic and abstract art. In
discussing the elements of Klimts Tree of
Life, students will further explore the artists
intent behind his work and his creative
choices.
Key Concepts:
- Gustav Klimt repeated shapes, lines, and colors in his artwork.
- Printmaking allows artists to make multiple copies of an original image.
- Artists make creative choices to give their work meaning.
Objectives:

Students will discuss how Gustav Klimt used repeated shapes and lines in his Tree of
Life to convey a dreamlike world.
Students will contrast the terms realistic and abstract.
Students will apply printmaking techniques to create original works inspired by Klimts
style.

Ohio Visual Arts Standards:

3PE Examine one or more cultural and historical artworks and respond to the visual, expressive
features in the work.
5PR Use selected art and design elements and principles to explore ideas, feelings, and
relationships.
5RE Discuss the meaning of visual symbols, images, and icons observed in artworks.

Materials:
Day 1:

Gustav Klimt PowerPoint for Day 1

Scratchboard
Dulled pencils
Permanent markers

Day 2:

Gustav Klimt PowerPoint for Day 2

Gold paper
Black water-based ink
Ink rollers
Trays to hold ink

Lesson Vocabulary:

Gustav Klimt: An Austrian painter who lived over 100 years ago. He used lots of gold
in his artwork and often repeated shapes and lines.
Repeat: To make groups of the same shape or line
Abstract: Something that does not look real.
Printmaking: A way of creating many pieces of art from one, original image using
stamps and ink.

Historical/Multicultural Examples:
Students will analyze and discuss Gustav Klimts painting, The Tree of Life.
Procedure:
Day 1:
Pre-Class Preparation:

Set the projector to show the days message and corresponding PowerPoint.
Place scratchboards on the front desk to distribute to students later.
Place three permanent markers on each table (for writing each students name), along
with three dulled pencils (for carving designs onto the scratchboard)

Introduction: (10 Minutes)

1. Invite a student to the front of the room to read the days message:
Dear First Grade Artists,
We are so glad to see you today! Today, we will learn about Gustav Klimt. What
do you see in this artwork by Gustav Klimt?
Arty-on,
Miss Kate
Oh Great Art Master
2.) Repeat the days question to the class:
What do you see in this artwork by
Gustav Klimt? Students may initially
point to the shapes or the people on the
sides of the painting, but we will be
specifically talking about the tree in the
center.
3.) Once a student points to the tree, explain that this piece is called The Tree of Life. Ask
the class if Klimts tree looks like a real tree. Explain that Gustav Klimt made abstract
artwork, meaning that what he painted didnt look quite like something you would see in
real life. Instead, it was abstract. Have the class repeat the vocabulary word abstract.
4.) Ask students why they think Klimt made his work abstract. (Answers will vary.)
Explain that Klimt didnt make his tree abstract because he couldnt draw a real tree.
He had a very good reason for making his work abstract: He wanted it to look like
something out of a dream. Emphasize that all artists have reasons for the choices
they make.
5.) Explain that we will be making abstract trees just like Gustav Klimt. Show students an
example of a finished tree of life, and explain that today, they are just carving their
pictures on scratchboard. What they draw today is the first step to their final pieces on
goal paper.
6.) Give each student a scratchboard, and direct them back to their seats, asking them to
write their names in black permanent marker on the non-textured side of the
scratchboard. Remind them not to touch any other the other art supplies.
Art Activity:
Part 1: Drawing the initial tree form (completed step-by-step with the teacher)
(15 minutes)
1. On the whiteboard, take students step-by-step through drawing their initial tree forms.
Students will draw two lines (wavy, zigzagged, or curved) near the bottom of the paper, a
small triangle in the middle, and four carefully-shaped swirls coming out of the top of the

triangle. Emphasize how they will mark their scratchboard with a dull pencil, not
pressing too hard and pushing through the board as a result.
Adding Swirls and Shapes (15 minutes)
1. Redirect students attention to a full-screen image of The Tree of Life.
2. Discuss how Klimt loved using repeated lines and shapes in his artwork. Ask students
what sort of lines they mostly see on Klimts Tree of Life? Students should note the
swirls.
3. Using the example on the whiteboard, demonstrate drawing swirling branches on the
tree. Emphasize repetition, saying how Gustav Klimt drew swirls on swirls on swirls on
swirls. Let students draw their swirl branches.
4. Ask students, What shapes do you see in Klimts painting? Students may note the
triangles, circles, and squares.
5. Direct students attention to various areas of repeated shapes, especially the triangles
on the branches and the circles inside of circles. Ask the class what the circles inside of
circles look like (eyes). Tell the class that this was another way Klimt made his tree seem
more abstract and like something out of a dream.
6. Demonstrate drawing various repeated shapes on and around your tree.
7. Let students draw their own repeated shapes on their scratchboards.
8. Once students have completed their trees, they may give their work to Miss Kate and
lineup.
9. Formative Assessment: While students wait in line, ask the class:

Day Two:

Who was the artist we studied today? (Gustav Klimt)

Was his art realistic or abstract? (Abstract)
What sort of shapes and lines were Klimts favorites? (Swirls, triangles,
rectangles, and circles inside of circles)
Why did Klimt make his tree abstract? (He wanted it to look dream-like.)

Pre-Class Preparation:

Set the projector to show the days message and corresponding PowerPoint.
Place scratchboards on the front desk to distribute to students later.
Place trays and ink rollers on each table.

Introduction: (10 minutes)

1. Invite a student to the front of the room to read the days message:
Dear First Grade Artists,
We are so glad to see you today! Today, we will continue working on our Tree
of Life prints. What is a print?
Arty-on,
Miss Kate
Oh Great Art Master

2. Review the steps we have completed so far in making our Trees of Life, discussing what
students remember about Gustav Klimt and his artwork.
Possible Questions:
o What materials have we used so far for this art project?
o If you print something off a computer, what does that mean?
o How might we print without a computer?
o What do you remember about Gustav Klimt?
2. Discuss the process of printmaking, describing it as making a stamp that an artist can
then use to make copies of the same image. Show students the multiple prints from the
teacher-made example. Explain that they made their stamps during the last class.
2. Ask students if they remember Klimts favorite color. (Gold) Pass out each students
scratchboard and a sheet of gold paper. Instruct students to return to their seats,
reminding them not to touch the art supplies.
Art Activity: (25 minutes)
1. Instruct students to put their names on their gold paper with pencil and then push their
gold paper to the upper part of the table, to ensure that ink doesnt get on the paper yet.
2. Call students to the demonstration table. Exhibit using an ink roller to spread ink onto
the example scratchboard. Ask students to listen carefully for a sizzle sound, which
means they have the right amount of ink on their roller. They will then spread the ink
evenly onto their scratchboards. Their entire scratchboards, except for the parts they
carved, must be fully covered with black ink.
3. Demonstrate carefully placing the gold paper onto the scratchboard, with the gold side
facing down. Rub the paper with both hands, counting to 30 seconds.
4. Demonstrate lifting the scratchboard, emphasizing that students must do this slowly and
carefully or their gold paper will bunch. Put the print on the classroom drying rack and
wash your hands.
5. Number students at each table as #1 - #3. Call #1s to stand up together, while the others
watch, repeating the process with #2s and #3s. Circulate the classroom and assist as
needed.
6. As students finish, remind them to put their work on the drying rack and to wash their
hands.
Clean-up and Assessment (5 minutes)
7. Guide students through the assessment sheet before they line up. Read each question
aloud, allowing students to follow along.
Assessment: (See assessment sheet)
Dialogue: See Procedure for examples of dialogue.
Adaptations/Special Populations:
Gifted: Prompt students to expand their thinking through open-ended questions: Why did
you choose this as a symbol? What does this say about you? How else could you make a
symbol for this? Encourage sharing open-ended responses with the teacher, in small groups,
and with the class.

English-Language Learners: Visual supports for all written and/or spoken instruction;
visual modeling
Learning Disability: Visual supports; visual modeling; direct instruction when appropriate;
clarify or restate directions and instructions; break assignments down into smaller steps. For
this activity, give students with more severe cognitive delays a larger piece of scratch book,
which allows for broader marks and requires less precision and intricacy in drawing. Provide
stencils as needed to complete a simplified version of a Gustav Klimt-inspired tree.
Struggling Readers: Vocabulary word wall with corresponding images; clarify or restate all
written directions and instructions; visual modeling of all written instruction
References and Related Resources
Klimt, Gustav: The Tree of Life. 1909. Oil on canvas.
Assessment Sheet (Attached)
Supplemental PowerPoints (See Instructional Materials)