how to draw a tree

The following is a 5th grade art lesson on artist Charles Burchfield.  In the lesson students learn how to draw a trees from illustrations, nature, as well as their imagination.  The lesson uses sketches, photos of actual trees, + the artist's art pieces  for inspiration. 

Scroll down to find:
  1. examples of tree images
  2. ​information on the featured artist
  3. step-by-step instructions with pictures of the project
  4. a lesson plan (including California State Visual Art Standards)

astronomy lesson on Charles E. Burchfield - 5th grade

Students learn + observe art pieces by artist Charles Burchfield.  Then sketch realistic trees in the classroom, then plan air drawing outdoors while viewing trees.  Students then create an abstract tree, along with their interpretations of astronomy in the sky.

Charles Burchfield

- Charles Ephraim Burchfield
- April 9, 1893 -
​Jan 10, 1967
- American painter + visionary artist
- Best known for watercolors nature scenes + townscapes
- Raised by widowed mother in Salem, Ohio

Charles E. Burchfield

Burchfield Home

Charles E. Burchfield's childhood home in Salem, Ohio.  Most of his early work was done from this house where he lived from age 5 to 28.  It is now a museum.
"An artist must paint not what he sees in nature, but what is there.  To do so he must invent symbols, which, if properly used, make his work seem even more real than what is in front of him."  Charles Burfield
                               Orion in December 1959  Watercolor +
                               pencil on paper, 39 7/8 x 32 7/8in,
​                              Smithsonian American Art Museum
                             actual tree photograph

Draw a tree for kids 

1. students look at tree line art illustration 
2. students illustrate in pencil - start with trunk, roots, main branches, smaller branches, to tiny branches, leaves not needed
3. plein air drawing of trees
4. while looking at actual tree - sketch on black paper with chalk
5. scratch tree using purchased or made scratch paper
6. use outdoor chalk sketch, + pencil drawings for reference 
7. crescent moon in sky - add ground cover
8. add bark + texture + creativity to tree
9. add details to ground - add stars
10. highlight tree where moon shines - constellations in sky if desired
11. add creativity to sky - astronomy interpretation examples
12. finished artwork

objective

  1. Students will create an imaginary tree with an astronomy themed sky.  They will look at pictures of trees, as well as outdoor sketching of trees.  Their background sky will have a crescent moon + their creative interpretation of their sky.  They will show their knowledge of light and shadows in their artwork.

materials 
- white drawing paper 9"x12"
- white or yellow chalk
- black construction paper 9x12""
​- crayons
- paint brush
​- black indian ink

activity


  1. Students should express the value of craftsmanship in their artworks.
  2. Labeling, headlines, + coloring are open for students to show their creative ideas to enhance the artwork.
  3. There are 3 parts to this 5th grade lesson.  PART 1- students sketch a tree, in classroom, at their desks, from a black + white line illustration.  PART 2 - Students go outside and sketch a tree on black paper with chalk.  PART 3 - Students use some type of scratch off paper to create their artwork.
  4. Introduce artist + his work to students. 
  5. Show students tree details, shapes, in line drawing form.
  6. ​Students need to learn to illustrate actual, real life trees prior to drawing their own creative versions.
  7. Show students line illustrations of trees.  Have them sketch trees from the line illustrations. 
  8. Take students outside to sketch from actual trees.
  9. Make scratch paper as follows; 1. cover white construction paper with a lot of color with crayons, 2. paint over entire cajon-paper with ink, 3. let dry,  4. then scratch off ink to let color show.
  10. Option - purchase pre-made paper to scratch art on. 
  11. Follow step-by-step project instructions given.
  12. Students should express the value of craftsmanship in their artworks.
  13. Final project should be open for students to show their creative ideas to enhance the artwork.

vocabulary words

  • Background - The part of a picture plane that seems to be farthest from the viewer
  • Balance - Visual equilibrium in a composition; achieved by organizing the weight and attention of all elements in an artwork.  Types of balance are symmetrical, asymmetrical, radial, and crystallographic.
  • Color - The visual sensation dependent on the reflection or absorption of light from a given surface.  The three characteristics of color are hue, value. and intensity.  Color Harmony; The use of compatible colors to help unify a composition. 
  • Elements of Art - Sensory components used to create works of art ; line, color, shape, texture, value, space.
  • Proportion - The size relationships of one part to the whole and of one part to another.
  • Shape - A two-dimensional are or plane that may be open or closed, free-form or geometric.  It can be found in nature or is made by humans. 
  • Space - An area in which objects or images can exist.                  
  • Still Life - Arrangement or work of art showing a collection of inanimate objects.
  • Unity - Compositional similarity, oneness, togetherness, or cohesion.  Total visual effect in a composition achieved by the careful blending of elements of art and principles of design

variation

- Make your own scratch paper for project - cover page with crayons, either one color crayon or multi-coloer- paint over using india ink/writing ink, scratch ink off when dry.
- Illustrate tree on white paper using black ink or marker.
- Same lesson using collage method for images - this is done by cutting      paper, and gluing on background.
- Use multiple color background paper for store bought paper.

CA Visual Art Standard

2.0 CREATIVE EXPRESSION
Skills, Processes, Materials, and Tools
​2.2 Create gesture and contour observational drawings.
4.0 AESTHETIC VALUING
Make Informed Judgements
4.3 Develop and use specific criteria as individuals in groups to assess works of art.