When dry, you can paste three sticks onto the pieces with a glue gun to simulate an easel as shown in the pictures.Reinforce the idea that there no limits to what they can do. Encourage the students to experiment with wild color combinations. When dry, the works of art can be painted with tempera paint.Let the pieces dry for one or two days.Let the students apply the impasto on their heavy paper and help them to determine which parts will be three dimensional and which ones will be flat.You may have to experiment with quantities to see how much glue and paper you need to create a gooey mixture. To prepare the “impasto”, students tear toilet paper into small pieces and mix it in a bowl with white glue.Promote the idea of creating an image based on an emotion - happy, sad, excited, surprised, etc. For first attempts, the best rule of thumb is to keep the image simple. Encourage students to look through books or magazines to find inspiration for subject matter.Explain what impasto means (see above) and talk about some of the artists who used this technique in their artwork (ie: Vincent van Gogh).The paint is not smooth, but rather rough and tactile.
This refers to a thick and textured application of paint, (usually oil but sometimes acrylic) where the brush strokes are very visible. Image, feeling, emotion, idea, expression, color, texture, three dimensional, two dimensional, line, imagine, create, happy, sad, angry, tempera, experience, design, impasto, easel. Students will learn about impasto painting.They will learn about line, design, shape and the differences between two and three dimensional art.Students will learn about texture as they experiment and apply it on their artwork.In this lesson, students learn about texture as they make impasto paintings.īy Lillian Arreola Objectives:
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