Impressionist Palette Class Plan

by Gai Perry

I've prepared this Lesson Plan for your use in presenting a two day Impressionist Landscape workshop. Following is information about the procedure of the workshop, necessary equipment, and fabric requirements.

Use the book Impressionist Palette during class to illustrate your instructions.

It is ideal to have a sample of a finished project quilt on display in your store. Also, I've found that it really helps to display some kind of "story board" with swatches of all the fabrics used in the project quilt.

Students find it easier to select appropriate fabrics when they can refer to the "story board".

Please do not attempt to teach this design method in a one-day session. It will turn out to be an unsatisfactory and incomplete experience for the student.

The goal of the Impressionist Landscape quilter is to interpret nature with fabric rather than paint. The student will learn how to blend hundreds of small squares in a luminous "fabric painting". There is no appliqué, no fabric dyeing, no strip sewing. Just simple piecing of SQUARES ON POINT.

Two six-hour sessions.

Any of the six projects listed in Impressionist Palette on pages 72-108. Note: "Land, Sea and Sky" is the easiest project.

Required text: Impressionist Palette by Gai Perry (student should read it before attending class)
Selection of fabrics according to the project planned for class (i.e., sky, water, leaves, and florals for "Land, Sea, and Sky")
One piece of 100% white cotton flannel, measuring 36" x 45"
Fabric scissors
Template cutting scissors
Rotary cutter and mat
"See-thru" template plastic
Fabric marking equipment, such as a white chalk wheel and a black permanent ink pen
Accurate ruler
Lots of straight pins
Sewing machine (second day)
Medium gray 100% cotton sewing machine thread

Shop should supply adequate wall space on which to hang the flannel, or provide a design board. Refer to page 62.

Introduce the students to the Impressionist Landscape Technique. (See pages 13, 14 and 15 for reference) Discuss the importance of blending different areas into each other without sharp edges.

Discuss cutting techniques (pages 59--61). Emphasize centering one single (whole) flower in each square.

Have students prepare their design wall or board, and cut out the needed templates (pages 124 and 125).

Students may begin designing the project following the sequence of instruction listed for the project.

Note to instructor: Keep encouraging students, and don't hesitate to offer some "hands-on" instruction. The first day is difficult for them; the second day is enlightening and fun. No homework!

Students will continue designing. After the first hour or two, a few students are usually ready to sew the project together. It is important to give a good critique of a finished project, and give help if needed.

Demonstrate sewing technique (pages 109--113). Toward the end of session two, discuss finishing techniques (pages 115--117).