Submitted by: Diane Lamb-Wanucha,
Westwood High School, Massachusetts
UNIT: Ceramics - Baroque/Rococo Art History
Lesson: Louis XIV Cake and Cake Plate - Collaboration
Grade Level: High School
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Objectives: Students
will
Materials:
- Research Baroque and
Rococo Styles
- Show knowledge of
Baroque and/or Rococo style in the creation of a 3
dimension sculptural form
- Combine building
techniques - create a collaborative piece
|
clay,
modeling tools, slip dishes,
rolling pins, canvas, guide sticks
potter's wheel (optional)
glazes and underglazes, brushes
embellishments (optional: beads,
ribbons, laces etc) |
Louis
XIV Cake and Cake Plate
After
researching Baroque and Rococo Styles, Ceramics 2 students will
pick a partner and within that partnership create a ceramic cake
and a pedestal cake plate fit for Louis XIV.
Creative
Process:
·
Working as a team
sketch ideas for a ceramic cake and a pedestal cake
plate that emulate the Baroque and Rococo Styles and achieve
unity in the two objects.
·
Create a
collection of style specific decorative elements. Scrolls,
s-curves, cartouches, carved columns, molding, attenuated vines,
bouquets of flowers, garlands and/or putti.
·
Devise a concept.
Will your plate and cake be grand and elegant?
Will it have a sense of humor? How can you include
historical information?
·
Your cake and
plate must be designed for a special occasion fit for a king.
·
Create a colored
thumbnail sketch of the cake and the plate that will clearly
show all the details and character of the two objects. The best
sketch will be the cover for our brochure. Due:
ˇ
Utilize advanced
hand building, wheel, molds, sculpting and a variety of decorative
techniques. Create large multi pieced forms. Plan
to see wheel demos, and sculpting demos.
ˇ
Work with a
partner to advance knowledge and technique.
ˇ
Explore History
and Art History to add ideas to your project.
Use elements of Baroque Style and Rococo Style for
expressive content.
ˇ
Learn about Louis
XIV, Louis XV and their Royal Courts.
ˇ
Make a cake and a
pedestal plate that would be presented to a King for a specific
event. For example, a birthday, wedding, success in battle, etc.
ˇ
Employ realism,
fantasy, humor, satire….enjoy the creative process.
ˇ
Louis XIV Cakes
and Pedestal Plates will be displayed along with your write up
which will include the “recipe” (poetic
connection) and the
event for which the cake was made.
Louis
XIV Cake Plate Work Sheet
We
have decided to split the job and ____________________ will create
the pedestal plate and_______________________ will create the
ceramic cake.
We
have decided to work together on the job and we will both share
the work equally to create the pedestal cake plate and the
ceramic cake.
This
is what we found out about Louis XIV that we will use in our
project.
This
is what we found out about the Baroque Style and the Rococo Style
that we will use in our project.
What
event in the reign of Louis XIV will you use to pay homage to the
King?
______________________________________________________________________
ASSESSMENT
- RUBRIC
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Assessment Rubric
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Student
Name:
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Class
Block:
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Assignment: Louis XIV Cake and Cake Plate …Art with a Message
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Date
Completed:
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Circle
the number in pencil that
best shows how well you feel that you completed that
criterion for the assignment.
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Excellent
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Good
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Average
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Needs Improvement
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Rate Yourself
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Teacher’s Rating
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Define
& Analyze the Problem
– Planning –preparation- sketches in sketchbook.
Information and sketches are creative, relevant and
accurate.
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10
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9 – 8
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7
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6 or less
6
|
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Skills – The best technique (s)
for the job. Explored
many methods of clay building techniques and decoration
techniques including mold making, sprigging or press molding
from found objects. Glazing (creative use of color and surface quality)
enhances the project.
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10
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9 – 8
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7
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6 or less
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Content –Design and concept
(idea) clearly communicates the strong message. Ideas are
clearly stated in your reflection, poem, chief cook, &
bottle washer.
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10
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9 – 8
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7
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6 or less
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Effort
Good use of time to develop
ideas & complete project? Excellent Working partnership.
(Didn’t rush.)
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10
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9 – 8
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7
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6 or less
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Craftsmanship – Neat, clean &
complete? Skillful use of the art tools & media? Seams
stay closed. Decorations
stay attached.
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10
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9 – 8
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7
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6 or less
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Communication-Compose a recipe that
explains the ingredients in your cake. (included w/ content)
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Total: 50
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Grade:
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Your
Total
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Teacher
Total
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Student Comments:
Teacher Comments:
Nationals Standards: (depends
on how much discussion and writing you do)
| 1.
Understanding and applying media, techniques, and processes |
2.
Using knowledge of structures and functions |
3.
Choosing and evaluating a range of subject matter, symbols,
and ideas |
4.
Understanding the visual arts in relation to history and
cultures |
5.
Reflecting upon and assessing the characteristics and merits
of their work and the work of others |
6.
Making connections between visual arts and other disciplines |
| Students
apply media, techniques, and processes with sufficient
skill, confidence, and sensitivity that their intentions are
carried out in their artworks |
|
Students
reflect on how artworks differ visually, spatially,
temporally, and functionally, and describe how these are
related to history and culture |
Students
differentiate among a variety of historical and cultural
contexts in terms of characteristics and purposes of works
of art |
Students
identify intentions of those creating artworks, explore the
implications of various purposes, and justify their analyses
of purposes in particular works |
|
| Students
conceive and create works of visual art that demonstrate an
understanding of how the communication of their ideas
relates to the media, techniques, and processes they use |
|
Students
apply subjects, symbols, and ideas in their artworks and use
the skills gained to solve problems in daily life |
Students
describe the function and explore the meaning of specific
art objects within varied cultures, times, and places |
Students
describe meanings of artworks by analyzing how specific
works are created and how they relate to historical and
cultural contexts |
Students
compare characteristics of visual arts within a particular
historical period or style with ideas, issues, or themes in
the humanities or sciences |
| |
Students
create artworks that use organizational principles and
functions to solve specific visual arts problems |
|
Students
analyze relationships of works of art to one another in
terms of history, aesthetics, and culture, justifying
conclusions made in the analysis and using such conclusions
to inform their own art making |
Students
reflect analytically on various interpretations as a means
for understanding and evaluating works of visual art |
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[HIGH SCHOOL ART
LESSONS]
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