Lesson 1: 1 class period of 40 minutes Grade 1

Formal Pre-Assessment
Upon conclusion of their previous project, students completed a worksheet analyzing Pablo
Picassos Bouquet of Peace. After circling whether they thought the work was realistic or
abstract, students wrote or drew the qualities that they observed in the piece. While most
students successfully labeled Picassos print as abstract, many failed to identify specific visual
components of the artwork. This learning segment, during which students explore the art of
Gustav Klimt, intends to build on vocabulary from the previous project, encourage deeper
artistic analysis, promote open-ended thinking, provide art-making opportunities with digital and
traditional media, and engage students to create meaning through art.
Planning:
Students will develop works of art through combining elements
of realism and abstraction, experimenting with a variety of media
Central Focus
and relating their art to historical and personal contexts as they
analyze the work of Gustav Klimt.
- Students will relate Gustav Klimts artwork to its historical
context.
Objectives
- Students will determine whether they prefer realistic or abstract
art and share their reasoning with classmates.
- Students will repeat brushstrokes to create the backgrounds of
their pieces.
Student-Friendly
I can:
Language/
- Talk about Gustav Klimt.
I can Statements
- Tell the difference between realistic and abstract art.
- Repeat in my art.
3PE Examine one or more cultural and historical artworks and
Ohio Academic Content respond to the visual, expressive features in the work.
1PR Demonstrate beginning skill and craftsmanship in the use of
Standards
art materials and tools.
8RE Express and share their own responses to works of art and
consider the responses of others
CCSS.ELA-LITERACY.SL.1.2
Common Core English
Ask and answer questions about key details in... information
Language Arts
presented orally or through other media.
Standards
CCSS.ELA-LITERACY.W.1.3
Recount two or more appropriately sequenced events [and] include
some details regarding what happened.
Gustav Klimt Day 1 Prezi (See Instructional Materials)
Gold acrylic paint in no-spill cups, 1 per table of 3 students
Materials
Flat, soft-bristle paint brushes, 1 per student
9 X12 inch tag board, 1 sheet per student
Skills/Knowledge PreIn their previous learning segment, students gained experience
requisites of the Lesson
with repeating shapes and lines, as well as analyzing the visual,
expressive features in famous art. This lesson will expand upon
those abilities while introducing new vocabulary, skills, and
concepts.
Vocabulary PreRealistic: Describes art that looks real
requisites of the Lesson
Abstract: Describes art that does not look real

Repeat: To make the same mark over and over again

Vertical: Positioned tall-ways
Horizontal: Positioned long-ways
Diagonal: Positioned at a slant; we say disco-diagonal
Pablo Picasso: A famous artist from Spain, born in 1881
New Key Vocabulary
Gustav Klimt: A famous painter from Austria, born in 1862
Brushstroke: Marking a mark with your paintbrush
Potential Student
- Gustav Klimt lived in Europe, the same continent as Pablo
Misunderstandings
Picasso. However, the artists lived in different countries.
- Students must paint horizontal, vertical or diagonal lines for their
background. They must choose only one direction of brushstroke
to repeat throughout their work.
Differentiation and Learning Supports:
Gifted: Prompt students to expand their thinking through open-ended questions: Why do you
prefer realistic or abstract artwork? Why do you think Gustav Klimt used gold in his paintings?
Ask questions that encourage students to apply learning to new situations: Where else might
you see abstract art? Where could you learn more about Gustav Klimt?
English-Language Learners: Visual supports for all written and/or spoken instruction; visual
modeling; vocabulary word wall with corresponding images
Speakers of English as a Second Language: Vocabulary word wall with corresponding
images; clarify or restate instruction; visual modeling and supports
Learning Disability: Visual supports; visual modeling; direct instruction when appropriate;
clarify or restate directions and instructions; break assignments down into smaller steps. For
students with severe disabilities, provide hand-over-hand assistance during painting, or instruct
the students classroom aide to do the same.
Struggling Readers: Vocabulary word wall with corresponding images; provide oral
explanations for directions and instruction; visual supports
Hearing Disability: Use of hearing aid and amplifier for teacher to wear; clarify or restate
directions, visual supports; visual modeling

Opening

Review pre-requisite
skills and
vocabulary

Articulate central
focus of lesson
Discuss relevance
of learning target
with students

Instructional Delivery Opening of Lesson:

-As students sit on the carpet, they will read the Daily Message,
projected onto the SMART Board. They will give two thumbs up if
they have read the message and feel comfortable reading aloud or
one thumb up if they have read to themselves but would prefer not to
read aloud.
-I will call a student to read the daily message, which introduces Gustav
Klimt and asks the class whether they prefer realistic or abstract art.
Review Dialogue:
Our reader asked us whether we like realistic art or abstract art better.
What does realistic mean? What does abstract mean?
(During art-making activity) I need to repeat my brushstrokes. Who
can tell me what it means to repeat? My repeated brushstrokes may be
horizontal, or long-ways, vertical, or tall-ways or disco-diagonal.
Today, we will learn about a new artist who liked realistic and abstract
art. His name was Gustav Klimt, and we will create art the way he did.
We can create our own unique artworks inspired by Gustav Klimt. You
can make your own art better by learning from others art.
Learning Activities:

Part 1 Class Discussion (15 minutes)

- Opening As students sit on the carpet, they will read the Daily Message, projected on the
SMART Board. They will give two thumbs up if they have read the message and feel
comfortable reading aloud, or they will give one thumb up if they have read but would prefer
not to read aloud.
- I will call a student to read the daily message, which introduces Gustav Klimt and asks the
class whether they prefer realistic or abstract art.
- Review pre-requisite skills and vocabulary Ask students what realistic and abstract
mean. Direct the students to turn to their neighbors and share whether they prefer realistic or
abstract art and why. Call on some students to share their opinions with the class. As in my preassessment, I expect students to be able to identify whether they prefer realistic or abstract
work but to struggle describing what they observe.
- Articulate central focus of lesson Say, For our new project, we are going to learn about a
new artist who liked realistic and abstract art. His name was Gustav Klimt. Today, we will begin
to create art the way he did. Have the class say Gustav Klimt.
- Discuss relevance of learning target with students Introduce students to the Gustav
Klimt painting, Portrait of Adele. Ask students which parts of the painting look real (Adeles face,
hair, and skin) and what looks abstract (her clothes and the background). Articulate, We can
create our own unique artworks inspired by Gustav Klimt. You can make your own art better by
learning from others art.
- Ask the class who remembers another artist who made abstract art. (They learned about
Pablo Picassos abstract work in our preceding lesson).
- Go to the map photo on the Day 1 Prezi. Ask the class if they remember the continent where
Pablo Picasso lived. (Europe) Draw a line from the United States to Europe.
- Go to the map of Europe. Ask the class what countries Pablo Picasso often visited. (He was
born in Spain, and he visited France and Germany frequently.) Explain that Gustav Klimt lived in
Austria, so he and Pablo Picasso were neighbors! Circle Austria on the map.
- Go to the timeline. Explain, Picasso and Klimt did not just live near one another. They also
lived at the same time!
- As a class, sequence some important events about Picasso and Klimt. Ask if anyone
remembers when Picasso was born (1881.) Mark the timeline for Klimts birthday (1862.) Mark
2016. That would make Klimt 154 years old if he were alive today!
- Mark 2006 on the timeline. This was when Gustav Klimt sold his painting of Adele for a world
record amount. Have the class guess how much ($135 million.)
- Ask students Why do you think Gustav Klimts painting was worth so much? Why did people
connect it with wealth, or treasure? (Students may have different ideas, but emphasize that
Klimt used gold in all of his paintings.)
- Explain that in order to begin our Gustav Klimt paintings, we need to paint our own
backgrounds solid gold, just like Gustav would have done for his work.
Part 2 Painting our Backgrounds (15 minutes)
- Instruct students to return quietly to their seats. Once they receive a paper, they may write
their names in pencil, flip over their papers to the other side, and put their hands in their laps.
- On a paper taped to the front of the room, demonstrate painting a solid gold background with
neat, repeated brushstrokes. Explain that a brushstroke is a mark made with a paintbrush.
- Ask who remembers what it means to repeat. (Repeat means to make the same mark over
and over again.) Think aloud when modeling, questioning students about the process: I can
repeat my brushstrokes horizontally, or long-ways vertically, or tall-ways or disco-diagonally.
Brushstrokes are the marks I make with my brush. Can you say brushstroke? All of my
brushstrokes must repeat in the same direction. Could I make one brushstroke diagonal and my
next one vertical? No, that would not be repeating. Explain that this is important, because we
need a neat background later on for our project.

- Explain that to turn their papers solid gold, students must use their magic wands (paint
brushes.) Direct the students to push up their sleeves, stand up, push in their chairs, and pick
up a magic wand. However, they must wait to use their wands before they repeat the magic
words after me: Abracadabra! Alakazam! I am magic! Oh, yes, I am!
- Have students paint their backgrounds, circulating the room to provide one-on-one assistance
as needed.
Part 3 Clean-Up and Closure (10 minutes)
- Direct students to place their solid gold papers back on the drying rack and wash their hands.
- Direct students back to the carpet. Ask some review questions about Gustav Klimt:
- What artist did we study today?
- What do you remember about him?
- What is abstract art? What is realistic art?
- What parts of Klimts Portrait of Adele were realistic? Abstract?
- Challenge students to leave the class forming their own opinions about Gustav Klimt through
open-ended questions:
- Where could you learn more about Gustav Klimt and find more of his artwork?
- Why do you think Gustav Klimt painted Adele?
- Why do you think Gustav painted both realistic and abstract art?
- Dismiss class. Say, If you are sitting on a primary color, line up. If you are sitting on a
secondary color, line up.
Modeling
Demonstrate painting repeated brushstrokes on my paper, taped to a
piece of scrap paper on the whiteboard. While painting, think aloud,
prompting students to follow my thought process: Is it okay to paint in
different directions? No! I need to repeat my brushstrokes vertically,
horizontally, or disco-diagonally. I need to choose one direction to
repeat.
During our closing time on the carpet, ask students where they could
learn more about Gustav Klimt (the local library, online with
Extension
supervision, our school library, etc.) Encourage finding more of his gold
Opportunities
paintings.
Assessment:
Evaluative Criteria:
Performance Tasks:
Class Discussion of Gustav Klimt
- Discuss the historical context of Gustav
- Ask students to show thumbs up or
Klimt and his work. Explore Klimts work
thumbs down to indicate their level of
through
observing
details,
making
understanding
throughout
the
class
connections to Pablo Picasso, and
discussion.
sequencing important events on a
- Review vocabulary and concepts at the
timeline.
end of class:
- What artist did we study today?
- Describe the visual and expressive
What do you remember about him?
features present in Gustav Klimts Portrait
What is abstract art? What is
of Adele.
realistic art? What parts of Klimts
Portrait of Adele were realistic?
- Paint the backgrounds of our projects
Abstract?
solid gold with brushstrokes that repeat
Gold Backgrounds
horizontally, vertically, or diagonally.
- Evidence of repeated brushstrokes in one
direction to create a solid gold background
- Evidence of careful craftsmanship

Lesson 2: 1 class period of 40 minutes Grade 1

Planning:
Students will develop works of art through combining elements of
realism and abstraction, experimenting with a variety of media and
Central Focus
relating their art to historical and personal contexts as they analyze
the work of Gustav Klimt.
- Students will contrast the realistic and abstract components of
Gustav Klimts painting, Portrait of Adele Bloch-Bauer.
Objectives
- Students will apply photography as an artistic discipline.
- Students will edit photographs of themselves to attain a level of
personal satisfaction with their work.
Student-Friendly
I can:
Language/
- Talk about Gustav Klimt.
I can Statements
- Create art with photography.
- Edit my art to be first grade perfect.
3PE Examine one or more cultural and historical artworks and
Ohio Academic Content respond to the visual, expressive features in the work.
3PR Explore and use a range of subject matter to create original
Standards
works of art.
2RE Revise works of art to a level of personal satisfaction
Common Core English CCSS.ELA-LITERACY.SL.1.2
Language Arts
Ask and answer questions about key details in... information
Standards
presented orally or through other media.
CCSS.ELA-LITERACY.W.1.6
With guidance and support from adults, use a variety of digital tools.
Gustav Klimt Day 2 PowerPoint (See Instructional Materials)
Class set of iPads (1 per student)
Materials
Taking and Editing Photos Printed Guide Sheet (See Instructional
Materials)
Skills/Knowledge PreIn their previous lesson segment, students discussed Gustav Klimt
requisites of the
and his Portrait of Adele, especially in regards to what parts of the
Lesson
image looked realistic (Adeles face, hair, and skin) and abstract
(her clothes and the background.) They will review this analysis of
the painting as they create the realistic component of their Gustav
Klimt Self-Portraits is this lesson.
Vocabulary PreRealistic: Describes art that looks real
requisites of the
Abstract: Describes art that does not look real
Lesson
Gustav Klimt: A famous painter from Austria, born in 1862
New Key Vocabulary
Portrait: A picture of a person
Self-Portrait: A picture of yourself
Camera: The device photographers use to take pictures, or
photographs. There are many different types of cameras, and now
people often have cameras in their phones, computers, and
electronic tablets.
Edit: Changing work in order to make it better

Potential Student
Misunderstandings

-Gustav Klimt created both portraits and self-portraits. His Portrait of

Adele is an example of a portrait, because Klimt painted someone
else. We are creating self-portraits, or pictures of ourselves.
-Artists can create portraits with many different materials, although
Klimt focused on painting. Other artists may use photography,
sculpture, printmaking, or drawing to create a portrait.
-Students must show their face, hair, hands and part of their arms in
the photos they take. This is important to our final product, for which
students must cut and paste their photos onto the abstract clothes
they will design during the next class.
Differentiation and Learning Supports:
Gifted: Prompt students to expand thinking through open-ended questions: Why is it important
to edit our artwork? How else do you edit in Writers Workshop, music, and science lab? How do
you think we will edit our photos today? Why did you choose this photograph as your best?
English-Language Learners: Visual supports for all written and/or spoken instruction; visual
modeling; vocabulary word wall with corresponding images
Speakers of English as a Second Language: Vocabulary word wall with corresponding
images; clarify or restate instruction; visual modeling and supports
Learning Disability: Visual supports; visual modeling; direct instruction when appropriate;
clarify or restate directions and instructions; break assignments down into smaller steps.
Struggling Readers: Vocabulary word wall with corresponding images; provide oral
explanations for directions and instruction; visual supports
Hearing Disability: Use of hearing aid and amplifier for teacher to wear; clarify or restate
directions, visual supports; visual modeling
Instructional Delivery Opening of Lesson:
- As students sit on the carpet, they will read the Daily Message,
Opening
projected onto the SMART Board, giving two thumbs up if they have
read the message and feel comfortable reading aloud or one thumb
up if they have read to themselves but would prefer not to read aloud.
- I will call a student to read the daily message, which shows Klimts
Portrait of Adele and asks, What parts of Gustav Klimts painting look
realistic?
Review pre-requisite
Review Dialogue:
skills and vocabulary We are going to work on our Gustav Klimt self-portraits. What parts
of Gustav Klimts Portrait of Adele look realistic? (Adeles face, hair,
and skin look realistic.) What parts look abstract? (Adeles clothes and
the background look abstract.)
Articulate central
We can make our own art better by learning from other artists.
focus of lesson
Today, we are going to use photography to continue developing a
self-portrait inspired by Gustav Klimt.
Discuss relevance of We noticed that Gustav Klimt made peoples face, hair, and skin look
learning target with
realistic in his paintings. We will use photography to make those parts
students
of our self-portraits look realistic, too. Like all artists, we must edit our
work to make it look our very best.
Learning Activities:
Part 1 Class Discussion (10 minutes)
- Opening As students enter the classroom, direct them to the carpet to read the Daily
Message. Call on a student holding two thumbs up to read the message aloud to the class.
- Review pre-requisite skills and vocabulary Repeat the days question to the class: What

parts of Gustav Klimts painting look realistic? (Adeles face, hair, and skin look realistic, and the
rest of Klimts painting is abstract.)
- Ask students what they remember about Gustav Klimt.
- Continue introducing new concepts. Ask the class, What is a portrait? (Students have not
formally learned this vocabulary word, although some may be familiar with the term.) Then ask,
If a portrait is a picture of a person, what is self-portrait? (A self-portrait is picture of yourself.)
- Show students the example of my Gustav Klimt Self-Portrait. Explain that I wanted my face,
hair, and skin to look realistic, just like Adeles. Ask how I made my face, hair, and skin look
realistic. (I took a photograph.) Ask, How do we take photographs? Students may answer that
we use cameras, phones, or electronic tablets. Explain that people originally used cameras to
take photos, but now most phones and tablets have cameras in them, as well. We will be taking
pictures of ourselves with the iPads.
- Articulate central focus of lesson Explain, We can make our own art better by learning
from other artists. Today, we are going to use photography to continue developing a self-portrait
inspired by Gustav Klimt. Ask, What do we call it nowadays when you take a picture of
yourself? (We now call this a selfie.)
- Discuss relevance of learning target Tell the class, We noticed that Gustav Klimt made
peoples face, hair, and skin look realistic in his paintings. We will use photography to make those
parts of our self-portraits look realistic, too. Like all artists, we must edit our work to make it look
our very best. Everyone say, edit.
- Ask, What does it mean to edit? Where else in school do you edit? Connect editing to Writers
Workshop, music, and science lab.
- Explain that we will be taking and editing our photos today. Dismiss students to their seats,
telling them not to touch the iPads.
Part 2 Art Activity (25 minutes)
-Tell students to turn on their iPads, swipe right to open the home screen, and click on the
camera icon. They may give a thumbs up when they have completed those steps.
- Take the class through setting up their cameras, referencing the PowerPoint and printed guide
for each step. Help students locate the camera app, the front-view button, and the photo timer.
Throughout setting up the iPads, taking selfies, and editing our photos, ask students to show
thumbs up or thumbs down to monitor understanding.
- Ask what emotion they saw today in Gustav Klimts Portrait of Adele. Was Adele excited or
calm? (Adele was calm.)
- Model how to make a calm pose in front of the camera. Emphasize that I must roll up my
sleeves and keep my face, hair, and part of my arms visible in the photo. My hands must be
resting under my chin. These steps are important to our final product.
- Allow each student to take a selfie and view it in the photo album, showing students via
PowerPoint the location of each button. Reference the printed guide sheet, as well, so students
have different options to follow along. Explain that we will be taking many selfies, trying to get the
best photo. Photographers do this, as well, to make sure they have their very best work.
- Let students take as many selfies as they can in a five minute span.
- As a class, go through the process of editing photos. Ask again what editing means. (Editing
means to make changes to our work in order to make it better.) Take the class through the
process of choosing their favorite photo, erasing all the other ones, cropping their photo, and
adjusting the lighting/color to a level of personal satisfaction. (The PowerPoint guides the class
step-by-step through the process. Also reference the printed guide sheet that shows the location
of each button.)
Part 3 Clean-up and Closure (5 minutes)
- Once students have finished editing their photos, they may press Done to save their work and
click on the photo in their album in enlarge it.
- Instruct students to then place their iPads back near the top of the table and push in their

chairs, leaving the room ready for the next class. The students may then walk around and view
one anothers photos.
- As students wait in line for their teacher, ask questions to review the days vocabulary and
activities and to challenge/extend students thinking.
- Possible questions include:
- Why did we take photos today? What are we creating? Who inspired our art?
- What parts of our art do we want to look realistic? Why?
- How did we edit our photos today?
- Why is editing important?
- What do you think we will do with our photographs next?
- How could you use photography to create art at home?
- Model setting up an iPad to successfully take photos, continually
referencing the PowerPoint and printed guide sheet taped to the table
Modeling
next to each students iPad.
- Model how to pose in a calm way, with my sleeves pushed up, my
face, hair, and part of my arms showing, and my hands folded, resting
on the bottom of my chin.
- Guide students through each step in editing a photo, while providing
opportunities for student aesthetic choices in lighting and color.
During our closing time, ask students how they could use photography
to create art at home. Teaching in an affluent area, most students
Extension
have access to technology away from school. Ask students how else
Opportunities
they might edit their photos. What apps have students used before?
Assessment:
Evaluative Criteria:
Performance Tasks:
Class Discussion of Gustav Klimt and
- Discuss Gustav Klimt and related
Related Vocabulary/Artwork
vocabulary (realistic, abstract, portrait,
- Review new vocabulary and concepts at
self-portrait, photography.)
the end of class.
- Why did we take photos today?
- Set up the iPad so it is open to the
What were we creating? Who
camera app, with the front-view button
inspired our art?
and the timer activated.
- What parts of our art do we want to
look realistic? Why?
- Take a series of selfies, choose the best
Taking and Editing Selfies
photo, and then edit that photo to a level
- With each step, ask students to give a
of personal satisfaction.
thumbs up, thumbs down to indicate
whether they have successfully followed
each step.
- Student work should evidence that they
successfully developed a photograph with
thoughtful posing, cropping, and editing of
light/color.
- At the end of class, review how we edited
our photos to informally evaluate student
understanding of the process.
- How did we edit our photos today?
- Why is editing important?
- What do you think we will do next?

Lesson 3: 1 class period of 40 minutes Grade 1

Planning:
Students will develop works of art through combining elements of
realism and abstraction, experimenting with a variety of media and
Central Focus
relating their art to historical and personal contexts as they analyze
the work of Gustav Klimt.
- Students will describe what Gustav Klimts work reveals about him.
- Students will create a symbol to represent themselves,
Objectives
- Students will repeat shapes, lines, and symbols in their work.
Student-Friendly
I can:
Language/
- Talk about Gustav Klimt.
I can Statements
- Create art to express myself.
- Repeat shapes, lines, and symbols in my art.
3PE Examine one or more cultural and historical artworks and
Ohio Academic Content respond to the visual, expressive features in the work.
2PR Invent imagery and symbols to express thoughts and feelings.
Standards
4RE Explain how personal interests and experiences are reflected
in the subject matter of artworks
Common Core English CCSS.ELA-LITERACY.SL.1.2
Language Arts
Ask and answer questions about key details in... information
Standards
presented orally or through other media.
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners
about grade 1 topics... with peers and adults in small and larger
groups.
CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
- Gustav Klimt Day 3 PowerPoint (See Instructional Materials)
- Gold Backgrounds (from Day 1)
Materials
- Black Sharpie markers
- Assorted colored markers
- Students printed photos (from Day 2)
Skills/Knowledge PreStudents have been focusing on identifying the realistic and
requisites of the
abstract components of Gustav Klimts artwork, using these
Lesson
observations to create their own art. During their previous class,
they used photography to create the realistic portion of their Klimtinspired self-portraits. This lesson allows students to develop the
abstract clothes and backgrounds of their works and design a selfexpressive symbol to repeat in their artworks.
Vocabulary PreRealistic: Describes art that looks real
requisites of the
Abstract: Describes art that does not look real
Lesson
Repeat: To make the same mark over and over again
Gustav Klimt: A famous painter from Austria, born in 1862
Portrait: A picture of a person
Self-Portrait: A picture of yourself
New Key Vocabulary
Symbol: A picture that represents something. Symbols in art can
reveal the meaning behind an artwork or tell the viewer more about
an artist.

Potential Student
Misunderstandings

- A symbol is a picture that represents something else. We are

drawing symbols for our self-portraits. Our photos are an actual
picture of us, while our symbols will reveal something about us
about our lives, experiences, or personalities.
- Our symbols need to be simple. They represent something. For
example, instead of drawing a detailed picture of a dog, I only drew a
paw print to represent that I love animals.
- For this project, students may only color in the shapes inside of
their clothes with colored marker. They must use black Sharpie for
everything else.

Differentiation and Learning Supports: Diff

Gifted: Prompt students to expand 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; vocabulary word wall with corresponding images
Speakers of English as a Second Language: Vocabulary word wall with corresponding
images; clarify or restate instruction; visual modeling and supports
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 stamps to decorate their work. Give the
students a swirl stamp, and allow them to choose another stamp as their self-expressive
symbol. Provide a piece of paper to cover students clothes blobs, so they do not stamp swirls
in the wrong area.
Struggling Readers: Vocabulary word wall with corresponding images; provide oral
explanations for directions and instruction; visual supports
Hearing Disability: Use of hearing aid and amplifier for teacher to wear; clarify or restate
directions, visual supports; visual modeling
Instructional Delivery Opening of Lesson:
- As students sit on the carpet, they will read the Daily Message
Opening
projected on the SMART Board, giving two thumbs up if they have read
they message and feel comfortable reading aloud or one thumb up if
they have read to themselves but would prefer not to read aloud.
- I will call a student up to read the daily message, which asks, What is
a portrait?
Review pre-requisite
Review Dialogue:
skills and vocabulary What is a portrait? If a portrait is a picture of a person, what is a
self-portrait? Yes, a self-portrait is a picture of yourself! This new
artwork is a picture Gustav Klimt painted of himself. It is his selfportrait.
- Students will review other pre-requisite vocabulary words as the
days lesson progresses.
Articulate central
We are going to continue our Gustav Klimt inspired self-portraits. By
focus of lesson
looking at Gustav Klimts self-portrait, you can learn a lot about him.
Discuss relevance of
Art is valuable, because it shows us important things about people.
learning target with
Just as we learn about Gustav Klimt when we look at his artwork,
students
people will learn about you when they see your self-portrait.

Learning Activities:
Part 1 Class Discussion (10 minutes)
- Invite a student holding two thumbs up to read the daily message aloud to the class. After a
student reads the message, repeat the days question, asking, What is a portrait?
- Review pre-requisite skills and vocabulary After students recount that a portrait is a
picture of a person, question students to review past concepts and to lead into the days new
learning activity.
- Review Dialogue What is a portrait? If a portrait is a picture of a person, what is a selfportrait? Yes, a self-portrait is a picture of yourself! This new artwork is a picture Gustav Klimt
painted of himself. It is his self-portrait.
- Introduce the class to The Kiss, explaining that it shows Gustav Klimt giving his wife a kiss on
the cheek. Emphasize that Gustav Klimt made a painting of himself, or a self-portrait.
- Articulate central focus of lesson Explain to students, We are going to continue our own
Gustav Klimt inspired self-portraits. By looking at Gustav Klimts self-portrait, you can learn a lot
about him. Ask students what they can learn about Klimt by looking at his self-portrait.
- Note that Gustav loved spending time in his garden, so he put flowers in his painting. He also
repeated lots of squares inside of squareshis favorite shapeon his clothes, as well as
swirlshis favorite linein the background. He also painted the background goldhis favorite
colorsjust as students observed earlier in his Portrait of Adele.
- Discuss relevance of learning target with students Art is valuable, because it shows us
important things about people. Your artwork can show people what is important to you. Just as
we learn about Gustav Klimt when we look at his artwork, people will learn about you when they
see your self-portrait.
- Ask students to turn to their neighbors and share one of their favorite things. Explain that we
are going to repeat a symbol in the backgrounds of our artwork to show the world our favorite
things, just like Gustav Klimt.
- Ask the class, What is a symbol? (Expect various answers, as this is a new vocabulary
word.) Explain that a symbol is a picture that represents something. Point to the background of
my example painting. I repeated puppy paws in my background, because I love dogs. I did not
draw a detailed picture of a dog, but rather just a paw. A paw is a symbol, representing that I
love dogs.
- Direct students to find their printed selfie at their seats and to sit down there with their hands
in their laps. They are not cutting out their selfies yet. They should be quietly thinking of a
symbol they could draw that represents them.
- Note: If a student was absent, they will not have a selfie. During student work-time, take a
photo of those absent students and print their pictures.
Part Two Art Activity (25 minutes)
Cutting Selfies (5 minutes)
- Explain that before we draw our symbols, we will cut out our selfies. Demonstrate carefully
cutting an example selfie. Explain that, like Gustav Klimts painting, we only want our face,
hands, and hair showing. Students are cutting so that only their face, skin, and hair is visible.
Remind students to cut slowly and carefully, not quickly.
- Instruct students to recycle their scraps as they finish cutting. When they are done, collect
students selfies, as they will glue their photos during the next class.
Drawing our Clothes Blob and Swirls (5 minutes)
- Next, demonstrate drawing a clothes blob in the middle of the paper. This will be the
students abstract clothes. They will glue their selfies on their clothes during the next class. Ask
students if Gustav Klimt created realistic or abstract clothes (abstract.)
- Demonstrate drawing repeated swirls around the abstract clothes blobs. Review what it
means to repeat, or make the same mark over and over again. Model how to draw a slow and
careful swirl.

Designing our Symbols (10 minutes)

- Ring the class chimes to gain students attention. Explain that we are now going to place a
symbol in the backgrounds of our artwork to show the world our favorite things, just like Gustav
Klimt.
- Ask the class, What symbol did I draw for my self-portrait? Point to the background of my
example artwork. I repeated puppy paws in my background, because I love animals.
- Direct students to share a symbol that represents them with the people at their table, and then
ask a few students to share aloud with the class. Ask students to give a thumbs up if they feel
confident about what symbol they wish to draw. Ask students to give a thumbs down if they
would like help designing a symbol. Circulate the classroom, offering assistance and feedback
as needed.
Creating our Abstract Clothes (5 minutes)
- Demonstrate drawing repeated squares inside of squares inside of my abstract clothes
blob. Ask students, Why are we repeating squares inside of squares? (Squares inside of
squares were Gustav Klimts favorite shape.)
- Provide student work-time for the remainder of class.
Part 3 Clean-Up and Closure (5 minutes)
- Instruct students to return all supplies to their bins. As I collect their artworks, they may push in
their chairs and go to line. While in line, review facts about Gustav Klimts favorite thingswirls,
squares inside of squares, gold, and his garden.
- Model how to cut out selfies, how to draw a slow and careful swirl,
and how to repeat symbols and squares inside of squares.
Modeling
- Take students through my thought process: Could I draw a fast
swirl? No! That looks like a scribble! I need to make my swirls slowly
and carefully.
Extension
As class ends, ask students why it is important to see others art and
Opportunities
to share their own artwork with other people. (We learn about others
through art, and, in turn, others can learn about us.) Ask students with
whom they might share their self-portraits when they are finished.
Assessment:
Evaluative Criteria:
Performance Tasks:
- Students can articulate Gustav
- Observe Gustav Klimts The Kiss to
Klimts favorite place (garden), line
identify what is important to the artist
(swirl), color (gold), and shape
- Design a self-expressive symbol to repeat
(squares inside of squares).
throughout artwork
- Students have designed a symbol to
- Draw a clothes blob in the middle of the
express one of their favorite things
gold paper, filling it with repeated
and can explain their reasoning.
squares inside of squares
- Evaluate student work with Mid- Repeat swirls in the background of the
Point Assessment sheet to gather
artworks
formative feedback for students.
(See Assessments)
Note: This lesson accounts for one, forty-minute class period. However, during their next class
period, students glue their selfies and continue developing their swirls, shapes, and symbols
while painting backdrops for the up-coming first grade concert. It will be a student work-day, with
no new instruction, although I will provide feedback based on my observations from the MidPoint Assessment. See Context for Learning and Planning Commentary for more information
about this interruption to the students class schedule.

Lesson 4: 1 class period of 40 minutes Grade 1

Planning:
Students will develop works of art through combining elements
of realism and abstraction, experimenting with a variety of media
Central Focus
and relating their art to historical and personal contexts as they
analyze the work of Gustav Klimt.
- Students will use Phillip Yenawines Visual Thinking Strategies
to relate artwork to historical, contextual, and personal
Objectives
perspectives as they analyze selected works.
- Students will express the meaning behind their own art.
-Students will evaluate their own works according to selected
criteria.
Student-Friendly
I can:
Language/
- Share opinions about art.
I can Statements
- Talk about my art.
- Find ways to make my artwork better.
3PE Examine one or more cultural and historical artworks and
Ohio Academic Content respond to the visual, expressive features in the work.
5RE Discuss the meanings of visual symbols, images, and icons
Standards
observed in artworks.
8RE Express and share their own responses to works of art and
consider the responses of others.
Common Core English
CCSS.ELA-LITERACY.SL.1.1
Language Arts Standards Participate in collaborative conversations with diverse partners
about grade 1 topics [and] with peers and adults in small and
larger groups.
CCSS.ELA-Literacy.SL.1.1.b
Build on others' talk in conversations by responding to the
comments of others through multiple exchanges.
CCSS.ELA-Literacy.SL.1.2
Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
Day 4 PowerPoint (See Instructional Materials)
Making Opinions about Art Worksheet (See Assessments)
Materials
Self-Assessment Worksheet (See Assessments)
Pencils, 1 per student
Students completed Gustav Klimt Self-Portraits
Skills/Knowledge PreThis lesson closes our sequence about Gustav Klimt. Students
requisites of the Lesson
will rely on past exposure to Gustav Klimt and Pablo Picasso as
they develop opinions about works by these artists using Philip
Yenawines Visual Teaching Strategies.
Vocabulary Pre-requisites This lesson reviews all past vocabulary from our Gustav Klimt
of the Lesson
lesson sequence.
New Key Vocabulary
Opinion: A belief. People can form opinions about many things,
including art.

Potential Student
Misunderstandings

- People can have many different opinions, but no opinion is

necessarily right. You will view the world differently than your
friends, and that is okay.
- During class, we will discuss what we see in artworks and what
this causes us to believe. We dont know the artists real reasons
behind creating an artwork. We have to form our own opinions.
- Students are learning about opinions in Writers Workshop, but
forming opinions is very important in art class, other subjects, and
outside of the classroom, as well.
Differentiation and Learning Supports:
Gifted: Question students to increase depth of understanding, prompt critical thinking, and
encourage open-ended discussion: How did Picasso make the weeping woman look sad? Why
do you think he painted a sad portrait? When might you paint a sad portrait or a happy portrait?
English-Language Learners: Visual supports for all written and/or spoken instruction; visual
modeling; vocabulary word wall with corresponding images; allow drawn responses on the
worksheet and self-assessment; pair English-Language Learners next to verbal, high-literacy
students to facilitate conversation.
Speakers of English as a Second Language: Vocabulary word wall with corresponding
images; clarify or restate instruction; visual modeling and supports
Learning Disability: Visual supports; visual modeling; direct instruction when appropriate;
clarify or restate directions and instructions; break assignments down into smaller steps; sit
students with learning disabilities next to high-achieving peers who will facilitate conversation.
Allow for drawn responses on worksheet and self-assessment; provide modified worksheet in
the case of severe learning disabilities. (See Instructional Materials for modified worksheet.)
Struggling Readers: Vocabulary word wall with corresponding images; provide oral
explanations for directions and instruction; visual supports
Hearing Disability: Use of hearing aid and amplifier for teacher to wear; clarify or restate
directions, visual supports; visual modeling
Instructional Delivery Opening of Lesson:
- As students sit on the carpet, they will read the Daily Message
Opening
projected on the SMART Board, giving two thumbs up if they have
read the message and feel comfortable reading aloud or one thumb
up if they have read to themselves but would prefer not to read aloud.
- I will call a student to read the daily message, which asks, What is
an opinion?
Review pre-requisite
We will make opinions about art from Gustav Klimt and Pablo
skills and vocabulary
Picasso. What do you remember about these artists? We are going
to look at portraits that these artists created, along with our own selfportraits. What is a portrait? What is a self-portrait?
Articulate central
People make analyze art and make opinions about what they see.
focus of lesson
They may relate their opinions to history, what they observe in the
artwork, or their own experiences. We are going to form our own
opinions today and share our thoughts with our classmates.
Discuss relevance of
Art reveals important things about history and about the artist. It can
learning target with
also remind us of things that are important to our own lives and
students
experiences. Our art reveals information about us, too.
Language Function
Analyze
Learning Activities:
Part 1 Class Discussion (5 minutes)

- Opening As students sit on the carpet, they will read the Daily Message, projected on the
SMART Board, giving two thumbs up if they have read they message and feel comfortable
reading aloud or one thumb up if they have read to themselves but would prefer not to read
aloud.
- I will call a student to read the daily message, which asks, What is an opinion?
- Opening Dialogue: Todays reader asked, What is an opinion? (An opinion in a belief.) Raise
your hand if you have talked about opinions in Writers Workshop? Who remembers what an
opinion is?
- Students may or may not comprehend the meaning of an opinion, and this question serves as
an informal pre-assessment to gauge understanding of vocabulary. Students are learning about
opinion writing as their new unit in Writers Workshop.
- Review pre-requisite skills and vocabulary Tell the class, Today, we will analyze art by
Gustav Klimt and Pablo Picasso. Ask students, What do you remember about these artists?
We are going to look at portraits that these artists created, along with our own self-portraits. What
is a portrait? What is a self-portrait?
- Articulate central focus of lesson Explain, People make opinions about art to discover
what an artwork might mean. They may relate their opinions to history, what they observe in the
artwork, or their own experiences. We are going to form our own opinions today and share our
thoughts with our classmates.
- Discuss relevance of learning target with students and vocabulary Explain, Art reveals
important things about history and about the artist. It can also remind us of things that are
important to our own lives and experiences. Our art reveals information about us, too.
- Instruct the class to remain on the carpet. We are going to share opinions about two works of
art today. For our first work of art, we will work together. For our second work of art, students will
return to their tables and work both individually and with peers.
Part 2 Group Discussion (15 minutes)
- Turn to the first image in the PowerPoint, featuring Gustav Klimts Portrait of Mada Primavesi.
-Model how the class would use Philip Yenawines Visual Teaching Strategies to relate this
painting to what students know about Gustav Klimt, the visual context they observe in the
artwork, and their own personal perspectives.
-Guide the class through each step of the Visual Thinking Strategies. Students will answer the
first two questions on their own. The third question prompts students to analyze the painting with
a friend in greater depth. (I modified Yenawines original wording to fit my lesson and age-group.)
-Yenawines Visual Thinking Strategies proceed as follows:
1. What is happening in this picture?
- What do you see?
- How do you think the person feels?
2. What do you see that makes you say that?
3. What more can you find if you look at this art with a friend?
- How old do you think this person is?
- Where do you think she is standing?
- Where do you think she is going
Part 2 Worksheet (15 minutes)
- Direct the students back to their seats, where I will have placed their completed self-portraits.
Instruct them to write their names on the top of the worksheet at their desk in pencil. Then, they
may place their hands in their lap and wait for further instruction.
- Turn to the second image in the PowerPoint, featuring Pablo Picassos Weeping Woman.
Explain that students will now form opinions about this artwork, just as they did for the previous
Gustav Klimt painting.
- Guide students through all three questions, each with a corresponding box on the worksheet.
Once more, students will answer the first two questions on their own. The third question, again,

prompts students to discuss the painting with their two partners at their tables in order to share
opinions and gain new insight about the piece.
- As students complete each box of their worksheet, prompt students to expand thinking with
extended questioning:
1. What is happening in this picture?
- What do you see?
- How do you think the person feels?
2. What do you see that makes you say that?
3. What more can you find if you look with a friend?
- What is in this persons hand?
- Why do you think she is crying?
- Explain that students have formed opinions today about artwork by Gustav Klimt and Pablo
Picasso. Ask if we can truly know what the artwork means. No, we do not, but we formed
opinions on our own and with our peers.
- Ask, Could you learn more about your classmates by looking at their art? Yes! Direct students
to turn to the two other peers at their table and share what symbols they included in their work.
- Ask some volunteers to share what they learned about their classmates by looking at symbols.
Part 3 - Self Assessment 5 minutes
-Instruct students to flip their paper over to the other side of their worksheet. Explain that we will
go through the self-assessment as a group. Read each question aloud, rephrasing in multiple
ways to increase student comprehension. Point to a visual example for each question.
-Students will conclude their self-assessment by writing or drawing what they would change
about their work to make it better.
- When students have completed their self assessment, they may turn in their papers on top of
their artwork.
- Model how to follow each component of Yenawines Visual
Thinking Strategies, thinking aloud. For example, say, The first
Modeling
question asks what is happening in Klimts painting. I see he painted
a girl. What else can we observe?
-Read each question aloud on the worksheet and self-assessment
page, repeating and rephrasing the questions to maximize student
understanding. Model how I would answer a question: If I made a
symbol, I would circle the smile face on my self-assessment.
Extension
Ask students where else it might be important to form opinions. How
Opportunities
might they share opinions with their family and friends outside of the
classroom? What kinds of questions could they ask?
Assessment:
Evaluative Criteria:
Performance Tasks:
- Students completed the Making Opinions
- Complete the Making Opinions about Art
about
Art
worksheet,
recording
worksheet in order to analyze art
observations, reflections, and peer-sharing.
individually and with peers
- Students completed the self-assessment
- Complete the final self-assessment
worksheet and noted how they could make
worksheet to reflect on finished artwork
their work better.
- Turn in a completed Klimt-inspired self- The Making Opinions about Art
portrait that evidences use of the learning
worksheet meets the standards set by the
sequences target vocabulary and skills.
Evaluation Criteria in Task 3: Part D.