I've done a Cezanne project in which they had to count as they dabbed on the
paint, as if counting out music. 1-2-3, 1-2-3, 1-2-3, etc. Like a waltz & you
control the speed. Just a suggestion!
>===== Original Message From Betty Bowen <email@example.com> =====
>Sue, I'm planning to do a Monet and other Impressionist unit in a few weeks.
I can imagine my
>students "finishing" in one class period. Do you have any tips for slowing
down the dabbling?
>Yesterday we looked at and compared Copley's "Watson and the Shark" and
Homer's "The Gulf
>Stream", so we talked about how much painting changed in the intervening
>paintings can be appreciated on so many levels they seem to work well for my