The Same Tree, Two Different Pictures
Imagine giving two people a blank sheet of paper and asking them to paint a tree.
One person paints a bright green tree surrounded by flowers. Sunlight falls across its branches, and birds sit in its canopy. The picture feels cheerful and full of life.
The second person paints a tree with bare branches against a grey sky. The colours are muted, and the ground beneath it is empty.
Both people were given the same instruction. Both painted a tree. Yet their pictures look completely different.
Which picture is correct?
Both are valid interpretations of the same subject. Each person made a series of creative choices, and those choices offer an opportunity to explore how differently people can experience the world around them.
This simple drawing exercise offers a starting point for conversations about empathy, emotional awareness and perspective-taking. It can be adapted for children, teenagers, parents, teachers and adults who want to understand themselves and other people better.
In this article, you will learn how to try the activity, what it can teach us about human perspectives and how to use the lesson in everyday relationships.
Watch the EducateAble YouTube Short: Why Two People See the Same Thing Differently
1. Why Do People See the Same Thing Differently?
Two people can experience the same event and come away with different interpretations.
Imagine a teacher asking a student to stay behind after class. The teacher intends to offer help with an assignment. The student, however, assumes that they are about to be reprimanded.
The situation is identical, yet the two people may have very different thoughts and feelings about it.
Our interpretations can be influenced by our previous experiences, expectations, emotional state and the information available to us. The meaning we assign to an event can shape how we respond to it.
For instance, a delayed reply to a message might seem insignificant to one person. Another person may interpret the silence as rejection. Neither interpretation can be confirmed simply by looking at the unanswered message.
This distinction matters: what we observe and what we believe it means are two different things.
Learning to recognise that difference can help us pause before reaching conclusions about other people.
How does this connect to art?
Art gives us a visible example of individual interpretation.
When people paint the same subject, they make different choices about colour, detail, composition and mood. Their pictures allow them to compare interpretations without needing to begin with a difficult personal conversation.
The artwork becomes a starting point for asking questions rather than making assumptions.
Research exploring visual art and empathy has investigated how art-based activities can support perspective-taking and social connection. The findings offer promising directions for using visual art in educational settings, although a single drawing exercise cannot guarantee a particular emotional or behavioural outcome.
Read the 2025 study on visual art engagement, empathy and social connection.
2. The Expressive Arts Activity: Same Subject, Different Perspectives
This activity works at home, in a classroom, in a group setting or as a personal reflection exercise.
You do not need artistic experience. A simple drawing is enough.
What you need
- Plain paper or a sketchbook
- Coloured pencils, crayons or markers
- Watercolour paints, if available
- A quiet space where participants can draw comfortably
Step 1: Choose a subject
Invite each participant to draw the same subject.
A tree is a useful starting point because it can be interpreted in many ways. You could also choose a house, a garden, a rainy day, a journey or a familiar place.
Give everyone the same basic instruction:
“Draw a tree in whatever way feels natural to you. You can choose any colours, add details or leave parts of the page empty.”
Avoid showing participants an example of the finished picture. Allow them to make their own creative decisions.
Step 2: Let everyone create
Give participants around five to ten minutes to complete their drawings.
Encourage them to focus on their own ideas rather than trying to produce a technically accurate picture.
They might choose vivid colours, draw a tree with no leaves or fill the background with unexpected details. They may also decide to use just a pencil.
Allow these differences to emerge without correcting or ranking the pictures.
Step 3: Place the pictures side by side
When everyone has finished, display the pictures together.
Invite participants to look at the differences and similarities.
You might notice that one person focused on the branches while another paid attention to the surroundings. One drawing might contain many details, while another communicates its meaning through a few simple lines.
Ask each person to describe their choices in their own words.
Step 4: Explore the meaning behind the choices
Use open-ended questions to encourage reflection:
- What made you choose these colours?
- Which part of your picture did you focus on first?
- What would you like another person to notice?
- Did anyone interpret the subject differently from you?
- What did you discover when you looked at the other pictures?
Participants may explain their choices in practical terms, or they may connect them to a feeling, memory or personal preference.
Accept their explanations without assigning meanings to the colours or shapes on their behalf.
For a child who finds verbal reflection difficult, pointing to parts of the drawing or choosing from a few simple feeling words can provide an alternative.
Step 5: Connect the drawing to everyday life
Once the group has explored the pictures, introduce the broader lesson.
Explain that people can encounter the same situation and interpret it differently. Their conclusions may reflect information they have noticed, previous experiences or assumptions they have made.
Ask participants to think of a familiar, low-pressure example.
For instance, two siblings might interpret a parent’s decision to cancel an outing differently. One may feel disappointed about missing the activity, while the other may feel relieved about having a quiet afternoon.
Both reactions can make sense from their respective viewpoints.
The purpose is to recognise the difference in interpretation and become curious about what shaped it.
Reflection prompt: What might you learn if you asked someone about their perspective instead of assuming you already understood it?
3. What This Activity Can Teach Us About Empathy
Empathy involves making an effort to understand another person’s feelings or point of view. It does not require us to agree with their interpretation.
The drawing activity provides an accessible way to practise this skill.
Recognising individual perspectives
Participants see that people can make different choices even when they receive the same instruction.
This opens a conversation about individual preferences and experiences. It also provides an opportunity to question the assumption that there is only one reasonable way to interpret a situation.
Separating observation from interpretation
Looking at another person’s artwork encourages participants to distinguish between what they can see and what they infer.
For example, “The tree has no leaves” is an observation. “The artist must be sad” is an interpretation.
The second statement might be incorrect. The artist may simply enjoy drawing winter trees.
This distinction is useful in everyday communication. A person who speaks very little during a meeting may be tired, thoughtful or unsure when to contribute. Their silence alone does not tell us which explanation is accurate.
Becoming curious instead of judgemental
Comparing pictures offers a gentle opportunity to practise asking questions before making conclusions.
Rather than saying, “Your picture is too dark”, a participant could ask, “What made you choose those colours?”
The second response invites explanation and leaves room for a perspective they had not considered.
Accepting differences without forcing agreement
Understanding someone’s perspective does not mean accepting every belief or behaviour.
Two people may understand each other’s reasoning and still disagree. They can acknowledge the difference while discussing their needs and boundaries respectfully.
This is particularly relevant to family relationships, friendships and classroom interactions, where disagreements are a normal part of living and learning together.
4. How Parents Can Use This Activity With Children
Children are continually learning how to understand their own feelings and interpret the behaviour of others. Creative activities can give them a concrete starting point for exploring these ideas.
Try the drawing exercise with siblings or with your child.
After comparing their pictures, connect the activity to an everyday situation.
For example, if two siblings disagree about whose turn it is to use a toy, ask each child to explain what happened from their own point of view.
You might ask:
- What did you think was happening?
- What did you want the other person to understand?
- What might the other person have been thinking?
- What question could you ask to understand their view better?
Listen to each child’s explanation without immediately deciding who has the better interpretation.
This does not mean ignoring harmful behaviour or treating every account as equally accurate. Adults still need to establish boundaries and address what happened. The exercise simply creates space to understand the perspectives involved.
Adaptations for different children
For younger children: Use crayons and simple subjects. Keep the discussion brief, and allow children to point to their drawings instead of explaining every choice.
For older children and teenagers: Introduce a fictional disagreement and invite them to draw how each person might experience the same event.
For neurodivergent children: Offer clear instructions and allow extra processing time. Some children may prefer drawing independently rather than sharing their work with a group. Accept verbal explanations, written responses or pointing as alternatives.
Avoid interpreting a child’s drawing as proof of a particular emotion or experience. Ask what their picture means to them, and respect their response.
5. Using the Activity in Schools and Counselling Settings
Educators can use this exercise to introduce perspective-taking during social and emotional learning sessions.
For example, a class could draw the same scene from different viewpoints, then discuss how individual observations influence interpretation.
A teacher might also use the exercise after a fictional classroom disagreement. Students could illustrate how each person experienced the situation and identify what additional information might help them understand it.
This approach is consistent with educational resources that use art to explore differing perspectives and support constructive dialogue.
For a related classroom resource, see Using Art to Build Bridges from Greater Good in Education.
In counselling, creative work can provide an alternative route into reflection when direct conversation feels difficult. The practitioner can invite the person to describe their choices and explore what they wish to communicate.
However, a general drawing prompt should not be treated as a diagnostic assessment. The meaning of artwork depends on the person’s own account and the wider context of the conversation.
If the activity brings up distressing experiences, pause and offer the person a choice about whether to continue. Sharing personal experiences should remain voluntary.
6. Taking the Lesson Into Everyday Relationships
The most useful part of this activity is what happens after the drawings are put away.
When you encounter a disagreement, try separating what happened from the meaning you assigned to it.
Consider this example:
A friend cancels plans shortly before you are due to meet.
Your first thought might be, “They do not value my time.”
That thought may reflect genuine disappointment. However, the cancellation alone does not establish the reason.
You could acknowledge your feelings and ask, “I was looking forward to seeing you. Is everything all right?”
This gives the other person an opportunity to explain while allowing you to communicate your own needs.
The same approach can be useful with teenagers, colleagues, partners and family members.
Before responding to an unfamiliar viewpoint, try these steps:
- Describe what you observed. Stick to the information you have.
- Notice your interpretation. Consider what assumptions you may have made.
- Ask an open question. Give the other person room to explain their experience.
You can also ask yourself, “What information might I be missing?”
These questions do not eliminate misunderstandings. They can, however, help create space for more thoughtful communication.
7. Art Materials to Try at Home or in the Classroom
You can complete this activity with materials you already have. If you want to build a small creative learning kit, the following products may be useful.
A. Coloured pencils
Coloured pencils are a practical starting point for children and adults who prefer drawing to painting. They allow participants to experiment with colour intensity and small details.
Suggested product: A set of coloured pencils suitable for drawing and colouring.
B. Washable markers
Markers make bold colours easy to apply and can be helpful for younger children who prefer clear, visible marks.
Suggested product: A washable marker set with a range of colours.
C. Watercolour paints
Watercolours allow participants to explore transparency, colour mixing and changes in intensity. They are particularly useful if you want to compare how different people create atmosphere in their pictures.
Suggested product: A beginner-friendly watercolour paint set with brushes.
D. A sketchbook or drawing pad
A sketchbook provides a dedicated place for creative reflection. Participants can return to earlier drawings and notice how their ideas or preferences change over time.
Suggested product: A blank sketchbook or drawing pad with paper suited to your chosen materials.
View sketchbooks and drawing pads
E. Mixed-media paper
If you plan to combine markers, coloured pencils and watercolours, choose paper designed for the materials you intend to use. Paper that is too thin may buckle when wet.
Suggested product: A mixed-media drawing pad suitable for beginner art activities.
A practical tip: Start with paper and a basic set of coloured pencils. You do not need an extensive collection of supplies to explore different perspectives through art.
Affiliate disclosure: This article may contain affiliate links. If you purchase through these links, EducateAble may earn a commission at no additional cost to you.
8. Watch the EducateAble YouTube Short
Want to see the idea presented in a quick visual demonstration?
Watch the EducateAble Short, Why Two People See the Same Thing Differently, from the series One Picture, One Life Lesson.
Watch the YouTube Short here
After watching, try the drawing exercise yourself. You could also invite a family member or friend to create their own interpretation of the same subject.
Compare your pictures and see what you discover about your different choices.
If you enjoy short, practical ideas that connect creative expression with everyday emotional learning, subscribe to EducateAble on YouTube and explore the other episodes in the series.
9. Frequently Asked Questions
Why do two people interpret the same situation differently?
People interpret events through their own experiences, expectations, emotions and available information. They may notice different details or assign different meanings to the same event.
Can drawing help teach empathy?
Drawing can provide a practical starting point for exploring how people communicate ideas and interpret experiences differently. When paired with thoughtful questions, it can encourage reflection and perspective-taking. The outcome depends on the individual and how the activity is facilitated.
Is this activity suitable for teenagers and adults?
Yes. The subject can remain simple, such as a tree, or become more complex. Teenagers and adults can use the activity to explore assumptions, communication and the way different people interpret shared experiences.
Does a person’s choice of colour reveal how they feel?
A colour choice alone cannot establish a person’s emotional state. Ask the artist what the colour means to them rather than assigning a fixed psychological meaning to it.
Can teachers use this activity in inclusive classrooms?
Yes. Teachers can offer different ways to participate, including drawing, colouring, writing or verbally describing a picture. Clear instructions and voluntary sharing can make the activity more accessible to students with different communication and sensory preferences.
What if two people still disagree after discussing their perspectives?
Understanding each other does not guarantee agreement. People can acknowledge different viewpoints while discussing evidence, communicating their needs and maintaining appropriate boundaries.
Conclusion: Make Room for Another Perspective
Two people can paint the same tree and create completely different pictures. Their choices may reflect their preferences, ideas or experiences, and neither person needs to produce an identical result for the activity to be meaningful.
The same principle can guide the way we approach everyday disagreements.
When someone interprets a situation differently, pause before deciding what their response means. Ask what they noticed, what they understood and what information might help you see their perspective more clearly.
You may still disagree. However, you will have a better starting point for the conversation.
Try the activity this week: Give two people the same subject to draw, compare their pictures and ask what shaped their choices.
Then consider this question:
What might change in your next difficult conversation if you became curious about the other person’s perspective before judging it?
Continue exploring with EducateAble
- Watch: Why Two People See the Same Thing Differently
- Explore: Visit EducateAble for more creative approaches to emotional learning.
- Subscribe: Follow EducateAble on YouTube for more short, practical lessons using expressive arts.
- Share: Send this activity to a parent, teacher or friend who would enjoy trying it with someone else.
Creative expression can open a conversation. Listening with curiosity helps that conversation grow.
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