Nature impasto: high school.

Significant Problem

To study natural forms and break them down into meaningful lines, shapes, textures, and colors.

Essential Concepts

1. Translating visual impression into expressive two-dimensional statements.

2. Using space effectively.

3. Attending to artistry and control of paint.

Materials

large selection of crayons, candles, heavyweight paper or cardboard, large metal cans filled with sand, metal modeling tools, newspaper, a variety of fresh or artificial flowers

Guiding Practice

View and discuss work by artists who utilized rich texturing and color in the work (i.e., van Gogh, Seurat, Picasso, Renoir, Frankenthaler, Cezanne, de Kooning, Pollock). Have students select one of more flowers to study, sketch, and render. Insure plenty of workspace per student. Cover work area with newspaper. Secure candles in sand-filled cans and place in front of students. Light wicks, have cans of water beside candle cans as a safety precaution. Hold crayon tips near candle flame until tip is softened to near melting. Then press, dot, smear on heavy paper, or cardboard to create desired composition. Metal tools (nails, spoons, knives, etc.) may also be heated over flame and used to alter the wax already applied to the paper. Textures can be controlled for specific directions, rhythms, and surface contrasts (rough-smooth, high-low, thick-thin, etc.). Emphasize the effects and means of controlling interaction between various applied colors.

Assessing Learning

Do the color schemes and forms complement each other? Is the use of space effective and provocative? Can students identify various textural qualities in the work?