Tasty Tactile Painting

Kindergarten-2nd Grade
Day 1
1) Purposes/Objectives: Students will be able to look at Gottlieb’s painting and explore the

memory he has painted. Students will experience and recreate his piece using edible

paints. Students will also experience the way Gottlieb was able to touch his and

experience his painting. “They have pointed to the face that, for children, “seeing comes

before words,” (Berger, 1972, p.7): that “depiction, picturing and seeing are ubiquitous

features of the process by which most human beings come to know the world.” (Fyfe &

Law, 1988, p. 2) Though children experience sight before they experience anything else

through this lesson, students will be able to explore and experience different senses such

as touch and taste. “This is not to say that art speaks exclusively to people’s bodies and

emotions; intriguing artworks can also provoke viewers to form interpretations through

rational though processes (Barrett, 2003; Hooper-Greenhill, 1999; Tishman, 2000). Thus,

experiences with works of art can be simultaneously conceptual and embodied; they can

set in motion at once a persons reason, senses, emotions and motor channels of

response.” (Hubard, 2007, p. 47). Beginning with sight students will observe Gottlieb’s

painting and discuss what they see in the painting. After visual exploration students will

begin painting with glue and salt to explore their sense of touch. Students will then

explore their sense of taste by using edible paints made form chia seed fruit pouches and

food coloring.

2) Resources/Materials:
a. Elmer’s Glue
b. Black Paint
c. Sugar or Salt
d. Plastic Tupperware
 e. Bristol Board
3) Introduction: Prior to class starting teacher will have mixed Elmer’s glue with black

paint. Each cluster of tables will have one bucket of black paint glue mixture. Teacher

will also need to wrap tables in paper to help prepare for the mess. Each cluster of table

will also have a bucket of salt or sugar for each student. Students will begin class by

looking at Gottlieb’s painting. There will be a 10-minute discussion covering what the

piece looks like. Students will then be given a sheet of Bristol board, and instructed to dip

1 hand in the glue mixture and then the salt and finally begin painting with their hands.

4) Instructional Strategies/Activities:
a) Students will start class by observing Gottlieb’s painting
b) Students will be asked to talk about what they see in the painting
c) Students will then be instructed to dip their hands in the black glue followed by the
salt
d) After students have dipped their hands in both mixtures students will be instructed to
smoosh and squish the mixture in their hands and think about what it reminds them
of.
e) Students will then be instructed to use their hands to apply the mixture to their boards
f) After students finish they will wash their hands and put their pieces on their drying
racks.
5) Closure: Students will be asked to write a word on an index card describing what the glue

and salt mixture felt like. Students will attach these notecards to the word wall.

6) Formative Assessment: Students will be graded on final day-using the word wall ad

reflective discussion.
 Tasty Tactile Painting
Kindergarten-2nd Grade
Day 2
1) Purposes/Objectives: Students will be able to look at Gottlieb’s painting and explore the

memory he has painted. Students will experience and recreate his piece using edible

paints. Students will also experience the way Gottlieb was able to touch his and

experience his painting. Beginning with sight students will observe Gottlieb’s painting

and discuss what they see in the painting. After visual exploration students will begin

painting with glue and salt to explore their sense of touch. Students will then explore their

sense of taste by using edible paints made form chia seed fruit pouches and food coloring.

“Further, an expanded awareness of the sensorium has implications for understanding

other cultures both in the past and today. This would be a way to contextualize the unique

historical, sociocultural position of youth fixated upon digital screens, and it would raise

the fundamental question: What kind of world do we wish to create?” (Duncum, 2012, p.

191) This expansion of sensorium will allow students to explore the different sense in

relation to painting and traditional art processes.

2) Resources/Materials:
a. Chia Seed fruit pouches
i. Cherry Beet
ii. Mango Coconut
iii. Strawberry Banana
b. Food Coloring
i. Red
ii. Yellow
iii. Pink
c. Plastic Tupperware
d. Paint dishes
e. Paint brushes
f. Index Cards
g. Markers
h. Spoons
3) Introduction: Prior to class starting teacher will have mixed fruit pouches with different

food coloring to add darker color each of the fruit pouches. The fruit pouches will be put

in dishes so that each student gets all 3 colors and flavors. Students will be asked to

retrieve their pieces from the drying rack and return to their tables. The tables will be

prepped with edible paints as well as brushes and spoons for each child.

4) Instructional Strategies/Activities:
a) Students will be asked to look at and revisit the Gottlieb painting
b) Students will then be asked to pick up a spoon and taste each paint color
c) Students will be asked what each flavor tastes like and reminds them of
d) Students will then paint using their edible paints
e) Students will return their pieces to the drying racks
5) Closure:
a) Students will write on a note card just like day 1.
b) They will be asked to describe the taste of the paint and what it reminds them of.
c) Students will put their words from day 1 and day 2 next to each other
d) Students will discuss how their paintings look, taste, and feel
6) Formative Assessment: Students will be graded on their ability to describe the taste and
touch after creating their artworks. They will be graded on their participation during the
project.