Theme: Repousse
Lesson Title: Foil Embossing
Grade Level: 8-12
Time: 1 hour
Art Concept: Repoussé, texture
Artmaking Processes & Techniques: Drawing, Crosshatching, shading, pointillism, collage
Art Elements/Principles of Design: Space, line value, unity, emphasis, texture, contrast
National Standards:
(5-8)1a: Students select media, techniques, and processes; analyze what makes them effective or
not effective in communicating ideas; and reflect up on the effectiveness of their choices.
(5-8)1b: Students intentionally take advantage of qualities and characteristics of art media,
techniques, and processes to enhance communication of their experiences and ideas.
(5-8)4a: Students know and compare the characteristics of artworks in various eras and cultures.
(5-8)5a: Students compare multiple purposes for creating works of art.
State Goals, Learning Standards and Benchmarks:
26.A.3e: Describe how the choices of tools/technologies and processes are used to create
specific effects in the arts.
26.B.3d: Demonstrate knowledge and skills to create 2-and-3 dimensional works and time arts
that are realistic, abstract, functional, and decorative.
27.A.3b: Compare and contrast how the arts function in ceremony, technology, politics,
communication and entertainment.
27.B.3: Know and describe how artists and their works shape culture and increase
understanding of societies, past and present.
Comprehensive Components:
AH – Art History, AC – Art Criticism, AE – Aesthetics, AP – Art Production
Domains: C4, C5
Overview: Throughout this unit, students will explore the sense of texture by learning different
art applications to show texture within their work, researching previous artworks expressing
those techniques, and finally applying their knowledge of these techniques in a foil embossing
project.
Rationale: By creating foil embossment pieces students will explore the element of texture and
its different properties. By comparing different ways to apply texture in different mediums and
subject areas students will see how different textures can be successfully done. By participating
in a debate about how different textures evoke different meanings students will understand how
their texture choices can affect the overall meaning of the work.
OBJECTIVES
As a result of this lesson, students will be able to:
Historical/Cultural
View different images of Repoussé and artwork from different cultures and discuss
the content behind each piece, determining if it was meant for a specific event or time
period.
(9-12)4a, 27.B.4a, (C6)
Art Criticism
Students will orally identify at least three types of texture in unseen images of drawings using
different methods of drawing texture with shading; such as hatching, crosshatching, and
pointillism/stippling. (Images can be found via Google with different drawing techniques) (58)1a, 26.A.3e, (C4)
Philosophical Frame
Students will orally debate whether Repoussé works are just as important of an art method to
relay information/stories as painting/drawing giving at least one reason for their choice. (5-8)
5a, 27.A.3b, (C4)
Art Making
Using foil embossing and india ink, students will create a 9”x12” Repoussé project, using at
least three different textures within their image. (5-8)1b, 26.B.3d , (C5)
VOCABULARY
 Repoussé: Shaped or decorated with patterns in relief formed by hammering and pressing on
the reverse side. Used especially of metal
 Emboss: to mold or carve in relief.
 Crosshatching: To mark or shade with two or more sets of intersecting parallel lines
 Pointillism: the technique of painting elaborated from impressionism, in which dots of
unmixed color are juxtaposed on a white ground so that from a distance they fuse in the
viewer's eye into appropriate intermediate tones
 Value: element of art, value refers to the lightness or darkness of a color. Value becomes
critical in a work which has no colors other than black, white, and a gray scale. For a great
example of value in action, think of a black and white photograph. You can easily visualize
how the infinite variations of gray suggest planes and textures.
 Value scale: Value scale refers to the gradual movement from black to gray to white.
Motivation: Teacher examples, embossing materials, images
Student Pre-requisite: Prior knowledge of drawing materials
Instructional Methods: Examples will be shown and discussed. Teacher demonstration.
Hands- on student involvement. Group discussion
Learning Activities
Procedure (Teacher Directed)
1. Set Induction Teacher will introduce Repoussé Foil Embossing project by starting the
class off with a discussion about Repoussé.
Materials: computer, projector (for YouTube video), images
Procedure
(Teacher Directed):
1. Briefly discuss the process of Repoussé using visuals (Foil, different embossing tools
etc…)
2. Show and discuss images of different prints by specific artists and cultural time periods (AH)
3. Show and discuss images of mythical creatures/images done with the Repoussé technique
(Guided Practice) Students will:
1. As a class, discuss the idea of Repoussé as an art form compared to more traditional art forms
(AE)
2. Students will discuss the quality of Repoussé foil embossing as an art form as a class (AC)
(Teacher Directed)
1. Introduce Repousse method by showing video:
(http://www.youtube.com/watch?v=1YAIwQzmn7E)
Artmaking
Materials:
 Special Embossing Foil
 Newspaper
 Drawing paper
 Magazines
 Tissue paper
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

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Construction paper
Scissors
India ink
Embossing tools (or dulled
down pencils)

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Paint brushes
Paper towels
Assorted Sharpies
Erasures / kneaded
erasures
 Glue sticks/tape
Set Induction
 Tell students to bring out sketchbooks and materials needed from previous class period and
to come to the center table
Instruction
 Using foil embossing and india ink, sharpies, and different types of paper, students will
create a 9”x12” repousse project, using at least three different textures within their image.
(AP)
 Have the teacher proceed in giving a demo to the class on how they will emboss the foil
with their image.
 Explain the process in these steps:
 Place your drawing on top of your foil and tape it down. Place it all on a stack of
newspapers (you need a soft surface) and then lightly outline your entire drawing with a

dull pencil. How hard you press depends on the thickness of your paper and foil.
Practice on a scrap sheet first.
Once you have your image transferred, you can start embossing. Make sure you work
on a stack of newspapers and use the proper embossing tools. Press over the lines to
make them pop out more.

Have the students continue on their drawings and start to transfer their image onto the
embossing foil as presented in the demo if finished.
Lesson Closure
 Have students clean up materials and put saved work in specific areas so they can continue to
work of them.
ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS
Adaptations and Accommodations
 Have special drawing materials for students who are in need of them.
Activity for Early Finishers
 Have students plan out how they will use collage into their project and pick out the different
types of paper they want.
Assessment of Student Learning
Artmaking: Teacher Observation (Checklist): Student actively participated in
artmaking activity, followed directions and kept area clean
Historical/Cultural Context: Teacher Observation (Checklist): Student actively participated
in class discussion
Art Criticism: Teacher Observation (Checklist): Student actively participated in class
discussion
Aesthetics: Teacher Observation (Checklist): Student actively participated in class discussion
Participation: Teacher Observation and Checklist
REFERENCES
"Foil Embossing (Repoussé)." Web log post. A Faithful Attempt. N.p., n.d. Web. 25 Feb. 2013.
<http://afaithfulattempt.blogspot.com/search?updated-max=2011-08-24T16:43:00-06:00>.
"Davide Bigazzi: Handcrafted Jewelry & Hollowware." Davide Bigazzi: The Art of Chasing &
Repousse' N.p., n.d. Web. 25 Feb. 2013. <http://www.dbcollection.net/technique.htm>.
* Developed and written by Lauren Cipkin, Art Education, Illinois State University, 2013 *