Winter Tree Spirals

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ST Name:

Kym Fox

ST Number:

40036679

Class Level:

6th Class

Date:

20/11/2025

Subject:

Visual Arts

Time:

2:00 PM

Duration of Lesson:

45 minutes

Number of Pupils:

24

Strand(s):

Drawing

Strand Unit(s) / Element(s):

Making drawings

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Learning Outcome(s) / Content Objectives:

• Draw from observation with attention to form and detail as outlined in the Visual Arts Curriculum (Junior Cycle, adapted for Primary IE Curriculum framework).
• Develop fine motor control and confidence in using line techniques such as spirals and curved lines.
• Explore expression and contrast by combining pencil drawing and marker work over colourful marble backgrounds to enhance visual impact.

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Learning Objectives:

The child should be enabled to:

1. Use spiral lines to construct winter trees inspired by Gustav Klimt’s Tree of Life, focusing on rhythm and flow within their drawings.
2. Confidently outline their pencil sketches with black permanent markers to emphasise contrast and bring the trees to life against their painted marble backgrounds.

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Assessment / Measúnú:

1. Method:

   • Formative Assessment through observation of student engagement and skill application during the drawing and outlining phases.
   • Peer assessment via gallery walk, focusing on use of spiral lines, creativity, and neatness.

2. Assessment of:

   • Drawing craftsmanship: ability to draw spiral lines with control and intention.
   • Use of line to create visual emphasis and contrast.
   • Ability to follow step-by-step instructions from the IWB tutorial.
   • Peer feedback skills.

3. To be recorded:

   • Teacher notes on individual and group skill development.
   • Peer assessment comments logged on a simple checklist template (recommended).

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Teacher Questioning:

Lower Order Questions:

1. What is the first step when drawing the spiral lines?
2. Can you point to a spiral line on your tree?
3. Why do we use black marker after drawing with pencil?

Higher Order Questions:

1. How do spiral lines help make the tree look alive or dynamic?
2. What effect does the black marker create when combined with the marble background?
3. How would you change your tree if you wanted it to look more wintery or magical?

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Language Development Opportunities in this Lesson:

• Introduce and reinforce art vocabulary including: spiral, line, contrast, outline, background, foreground, texture, rhythm.
• Use descriptive language during peer feedback to develop expressive abilities and precise communication.

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Literacy Development Opportunities in this Lesson:

• Follow and comprehend sequential instructions from the PowerPoint tutorial ensuring comprehension of process steps.
• Practice written peer feedback through simple comment prompts during gallery walk.

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Teaching Methodologies:

• Talk and Discussion: introducing concepts and vocabulary, encouraging peer exchange during gallery walk.
• Collaborative/Co-operative Learning: peer assessment encourages social learning and constructive criticism.
• Active Learning: hands-on drawing and marker application.
• Skills Through Content: developing fine motor skills inherent in spiral line drawing.
• Using Local Environment: incorporating previous day’s marble backgrounds made by pupils.
• Problem Solving: students interpret and recreate a challenging spiral motif through guided steps.

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Introduction (5 minutes)

Stimulus:

• Show an image of Gustav Klimt’s Tree of Life on the IWB, focusing on the spiral shapes within the branches.
• Briefly revisit the colourful marble backgrounds students made yesterday to link previous learning.

Elicit Prior Knowledge:

• Ask students if they remember how they created their marble backgrounds.
• Discuss spiral shapes and where they have seen them before (nature, art, decoration).

Share Learning Intention:

• "Today we will learn to draw winter trees by using spiral lines just like Gustav Klimt’s famous Tree of Life. We will then use black markers to make our trees stand out against the colourful backgrounds you made. Afterwards, we will walk around to see and talk about each other’s work."

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Development (30 minutes)

• Step 1 (10 mins): Guided drawing of the winter tree using pencil.

  • Use the PowerPoint on the IWB with step-by-step spiral drawing tutorial.
  • Pause at each step to allow pupils to draw with the teacher checking and supporting.
  • Emphasise slow, deliberate spiral line creation to build control and confidence.

• Step 2 (10 mins): Outline the pencil drawing with black permanent marker.

  • Demonstrate techniques for smooth, consistent lines.
  • Encourage care to keep markers within desired areas to maintain contrast and neatness.

• Step 3 (10 mins): Colour details (optional if time permits) and prepare for gallery walk.

  • Briefly encourage adding black or white details if they wish to enhance the winter effect (e.g., snow on branches).

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Conclusion (10 minutes)

Cognitive:

• Facilitate a gallery walk around the classroom where pupils view each other’s winter trees displayed with their marble backgrounds.

Social:

• Encourage positive peer feedback using sentence starters such as:
  • "I like the way you drew…"
  • "Your spirals look very…"
  • "One thing I learned from your tree is…"

Transition:

• After peer feedback, gather briefly to reflect on what was challenging or enjoyable about drawing spiral lines and working on mixed media backgrounds.

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Universal Design for Learning

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Pupils with fine motor difficulties	Difficulty controlling pencil/marker	Provide thicker pencils/markers, use step-by-step demonstration, paired support	Allow use of stencils for spirals if needed
Visual learners	Need clear, visual step guides	Use PowerPoint slideshow with large, clear images and a visual tutorial	Use high contrast imagery to assist focus
EAL pupils	Language difficulty	Pre-teach key vocabulary; use visual aids & gestures; peer buddy system	Encourage use of simple phrases during peer feedback

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The Learning Environment

• Bright, well-ventilated art corner or classroom with ample space for desks to display artworks during gallery walk.
• Marble backgrounds distributed and placed on desks before lesson starts.
• Visual aids placed on IWB, visible to all pupils.
• Seating arranged to facilitate peer view and group discussion during gallery walk.

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Resources

• Marble backgrounds created by pupils from previous lesson.
• Pencils and erasers (one per pupil).
• Black permanent markers (one per pupil, supervised use).
• PowerPoint tutorial on IWB showing step-by-step spiral line drawing.
• Gallery walk peer assessment checklist (printed).
• Display boards or desk space for placing artwork during gallery walk.

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Note:
This lesson aligns closely with the IE Visual Arts Curriculum objectives under the Drawing strand — specifically, developing observational drawing skills, enhancing control and confidence with line work, and understanding the relationship between different media (watercolour backgrounds and marker drawings). The collaborative peer assessment reflects the competence development in communication and reflection key to the curriculum’s holistic approach to art education.

This lesson plan is designed to engage pupils in creativity, careful observation, and peer interaction through a structured yet flexible approach accommodating differentiated learning needs.