Klimt's Tree Exploration

ST Name: Kym Fox
ST Number: 40036679
Class Level: 6th Class
Date: 19/11/2025

Subject: Art
Time: 13:30
Duration: 40 minutes
No of Pupils: 24

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Strand(s)

• Exploring and Responding
• Print

Strand Unit(s)/Element(s)

• Looking and Responding: Exploring the work of artists
• Making Prints: Printmaking techniques

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Learning Outcome(s) / Content Objectives

• Pupils will explore the artwork of Gustav Klimt, focusing on The Tree of Life, to understand its symbolic imagery and use of colour.
• Pupils will experiment with marbling inks as a printmaking technique, choosing cool tones to create complementary patterns that evoke a winter theme.
• Pupils will demonstrate collaborative skills by discussing colour choices and assisting classmates under teacher and SNA guidance.

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Learning Objectives

1. The child should be enabled to analyse and respond thoughtfully to Klimt’s Tree of Life, identifying key features, symbolism, and colour usage consistent with a winter theme.
2. The child should be enabled to create marbled print backgrounds using cool-toned inks, engaging with a more complex and sensory printmaking technique.

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Assessment / Measúnú

Method	Assessment of	To be recorded
Teacher questioning and observation	Pupils’ understanding of Klimt’s symbolism and colour choices	Notes on verbal responses and practical engagement
Written and oral feedback during activity	Ability to select harmonious cool-tone inks, collaborative skills, and print technique application	Photographic evidence of prints, peer/self reflections

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Teacher Questioning

Lower order questions

1. What colours do you see in The Tree of Life?
2. Can you describe one thing you notice about how Klimt uses lines in his tree?
3. What do you think the spirals in the branches might represent?

Higher order questions

1. Why do you think Klimt used cool colours to create a winter feel?
2. How does the printmaking technique with marbling help us create a unique background?
3. In what ways could we use this background when drawing our own tree of life tomorrow?

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Language Development Opportunities

• Introducing key vocabulary: marbling, printmaking, symbolism, complementary, cool tones, spirals, composition.
• Encouraging descriptive language skills via art critique.

Literacy Development Opportunities

• Encouraging pupils to articulate ideas and feelings about art orally before tomorrow’s drawing task.
• Use observational note-taking or quick sketch responses as formative assessment.

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Teaching Methodologies

• Talk and Discussion to scaffold understanding of Klimt’s work and printmaking.
• Collaborative/Co-operative Learning for shared decision making in colour choices and assistance.
• Active Learning via hands-on printmaking experiments.
• Skills Through Content, integrating artistic skills with critical thinking about colour and design.
• Using Local Environment context by linking seasonality (winter theme) to art choices.
• Problem Solving for colour harmony and handling print materials carefully.

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Introduction (10 minutes)

Stimulus:
Show pupils high-quality images of Gustav Klimt’s The Tree of Life. Use a digital projector or printed posters.

Elicit Prior Knowledge:
Ask pupils if they have seen Klimt’s work before or can identify any elements in the painting relating to trees or winter.

Share Learning Intention:

• “Today we will look closely at Gustav Klimt’s Tree of Life and talk about its colours and patterns.”
• “We will experiment with marbling inks to create backgrounds for our own tree art tomorrow, using cool colours to get a winter feel.”

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Development (25 minutes)

1. Discussion and Response (10 mins)

   • Facilitate a class discussion exploring symbolism, shape, and colour in Klimt’s work, focusing on spirals, cool tones, and intricate lines.
   • Highlight how these connect to the theme of winter.

2. Printmaking Practical (15 mins)

   • Pupils gather in small groups (4 pupils per group, guided by teacher and SNA).
   • Each group selects 3-4 cool-toned inks (blues, greens, silvers, purples) demonstrating complementary colour choices.
   • Pupils carefully drop inks onto a water tray to create marbling effects.
   • They then gently place their pages onto the inked water surface and lift to reveal marbled patterns.
   • Emphasise careful handling, sharing equipment, and patience for drying.
   • Teacher and SNAs support pupils in colour mixing, technique, and safety.

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Conclusion (5 minutes)

Cognitive:
Invite pupils to reflect on how their marbled prints remind them of winter and connect to Klimt’s tree design.

Social:
Encourage pupils to share positive feedback on each other’s print colours and patterns.

Transition:
Explain how tomorrow they will use these marbled pages as the background for drawing their own versions of The Tree of Life.

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Universal Design for Learning

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Pupils with fine motor challenges	Need assistance with precise ink placement	Teacher/SNA hand-over-hand support	Encourage peer support and adapted tools if needed
Pupils with visual processing needs	May find swirling inks visually overwhelming	Provide reduced intensity colour choices and additional verbal cues	Use “quiet corners” if sensory needs arise
EAL and Language Learners	Benefit from visual vocabulary support	Use labelled colour samples and picture prompts	Encourage paired talk with bilingual peers

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The Learning Environment & Resources

• Space: Tables cleared and organised to accommodate 4 groups of 6 pupils, water trays spaced apart for safe marbling.
• Materials:
  • Reproductions or digital image of Klimt’s Tree of Life
  • Marbling ink in cool tones: blues, purples, silvers, greens
  • Water trays, pipettes/dropper bottles
  • Paper suitable for marbling (preferably thick art paper)
  • Protective aprons and surface coverings
  • Paper towels for drying/wiping hands
• Technology: Digital projector or large screen for showing Klimt artwork
• Support: Classroom teacher, Special Needs Assistant (SNA)

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This lesson carefully aligns with the IE Curriculum’s focus on exploring and responding to artworks across time, experimenting with printmaking techniques, and integrating social, cognitive, and sensory learning styles for sixth-class pupils.