contents education objectives - madame tussauds‘wax figures or portraits’ because they are an...

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THE ART & HISTORY OF

CONTENTS Introduction 1

Student Activities 2-10

Relevant Standards 11-12

EDUCATION OBJECTIVES: • Understand the history behind

Madame Tussaud and her connection to the French Revolution

• Determine the importance of key historical figures

• Discover the artistry techniques utilized to create our wax figures

• Analyze the efficacy of different forms of artistic expression

• Apply learned skills to an original piece of art

HELLO

In this Resource Guide you will find an assortment of activities that correspond with The Art & History of Madame Tussauds, our FREE education workshop, appropriate for Grades 6-12. These supplementary materials are divided into activities for the classroom, as well as self-guided activities for students as they walk through Madame Tussauds Orlando. The content in this Guide and the workshop are carefully aligned with Florida Sunshine State Standards, as is designated at the bottom of each page. I hope you find this Guide to be a useful tool to inspire and engage your students! Best, Colleen Shytle Education Specialist Madame Tussauds Orlando

FIELD TRIP INFORMATION

Please allow ample time for parking and ticketing. To book a FREE on-site educational workshop, please contact our Call Center at 866-228-6444. Workshops must be booked at least 2 weeks in advance. We are conveniently located on International Drive at the I-Drive 360 complex. Buses should use the east entrance off Universal Boulevard. Parking is FREE!

TEACHER RESOURCE GUIDE GRADES 6-12

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ONCE UPON A TIMELINE…

1761 Marie Gosholtz is born in Strasborg, France

1770s Marie becomes the apprentice of Dr. Philippe Curtius, for whom her mother was a housekeeper, and learns the art of wax modeling

1777 Marie creates her first wax figure, a likeness of the Voltaire, a French philosopher

1780 Marie becomes the art tutor of Madame Elizabeth, sister of King Louis XVI, and lives at the Palace of Versailles

1787 The French Revolution begins, causing social and political upheaval

1789 Marie returns to Paris, at the request of Dr. Curtius

1789-94 Marie is imprisoned during the Reign of Terror for being a royal sympathizer. She is spared the guillotine when the revolutionaries learn she was a skilled wax modeler. In exchange for her life, Marie created wax death masks of famous victims of the revolution, including King Louis XVI and Marie Antoinette, sometimes digging through piles of bodies to recover the decapitated heads

1794 Dr. Curtius dies and leaves Marie his entire collection of wax figures

1795 Marie marries Francois Tussaud

1799 The French Revolution ends

1802 Marie moves to England with her sons, but without her husband. They never see each other again

1802-35 Marie tours every major city in Britain with her collection of wax figures. Her exhibition acts as a “travelling newspaper,” allowing patrons the opportunity to see the faces of famous people in the news in an era without photography

1835 Marie establishes a permanent exhibition on Baker Street in London, which persists to this day

1850 Marie Tussaud dies at the age of 88 in her sleep. Her legacy continues…

INSTRUCTIONS: How did the French Revolution impact Marie Tussaud’s career as an artist? How might her life have been different without it?

Relevant Standards: SS.6.W.1.1; SS.8.A.1.7; SS.912.W.5.6; SS.912.H.1.2; VA.912.H.1.9; VA.912.H.1.1; VA.912.C.3.3

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THE SUBJECT MATTERS In order to produce a realistic portrait, it is important to observe your subject closely.

At Madame Tussauds, the wax figures are usually the result of one or more ‘sittings.’ The celebrities are taken to a private purpose-built area, where are artists take precise measurements with a tape measure and a measuring instrument called ‘callipers.’ Then they photograph the subject’s head and body from every possible angle. During the sitting, the artists also make observations that will help the sculpture show the celebrity’s personality.

Sometimes it is not possible for subjects to come in for a sitting at Madame Tussauds (for example, when they are historical figures!) and our artists will have to work from photographs and/or drawings of a celebrity instead.

INSTRUCTIONS: Next to each figure, describe what you think the poses and costumes of each of these Madame Tussauds Orlando wax figures tells us about their subject.

Relevant Standards: VA.68.C.1.2; VA.68.C.3.3; VA.912.C.1.3; VA.912.C.3.3; SS.912.H.2.3

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The wax models that you see in Madame Tussauds are known as ‘wax figures or portraits’ because they are an exact likeness of a famous person. The face, hair, height, and body-shape are all copied exactly. A self-portrait is when an artist attempts to create an artistic likeness of him or herself. Many famous artists have created self-portraits, including Marie Tussaud herself.

A portrait can tell you many things about a person. It can show you what fashions were like at the time, how people lived, and it can also tell you about important events that happened at the time.

Jan van Eyck: Portrait of Margaret van Eyck, 1439

INSTRUCTIONS: Choose one of the portraits to the right. Describe one thing about that person’s personality that you can interpret from the way the artist chose to portray them. What gives you that impression?

NOT JUST A PRETTY FACE

Relevant Standards: VA.68.C.1.2; VA.68.C.2.3; VA.68.C.3.3; VA.912.C.1.4; VA.912.C.2.4; VA.912.C.3.3; VA.912.H.2.3; SS.912.H.2.3

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The Sculpture: Using the reference measures, a life-size clay model of the body and head are sculpted over a steel armature frame.

The Sitting: Celebrities may attend a sitting, where hundreds of measurements and photos are taken to be used as reference.

The Mold: A plaster mold, known as a “piece mold,” is created using the clay model, into which a mixture of beeswax and Japan wax is poured to create the figure’s face. The body is created using fiberglass.

The Finished Piece: Exact replicas of the celebrity’s eyes and teeth are created, and hair is inserted into the wax figure by hand. Oil-based paints are used to create a realistic skin color and texture. The last step is accessories and wardrobe; then the figure is ready to debut!

INSTRUCTIONS: Imagine you are managing the Madame Tussauds attraction. What skills and qualifications would you look for before hiring a potential wax figure artist? How would you assess those skills?

BE CREATIVE

Relevant Standards: VA.912.F.2.1; VA.912.C.1.5; VA.68.S.1.4; VA.68.F.2.3; VA.68.F.2.2

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Armature: a metal framework on which a sculpture is molded with clay or similar material

Calipers: a device used to measure the distance between two opposite sides of an object

Mold: a hollow form used for shaping a fluid substance, often in separate pieces

Portraiture: A portrait is a likeness of a person in any medium. A portrait can be a painting, a photograph, a sculpture, or any other artistic representation of a person. The wax figures in Madame Tussauds are portraits. The face is usually the focal point of a portrait, but some can be torsos, busts or life-size, like the wax figures that you see in Madame Tussauds. The aim of portraiture is to capture its subject’s likeness; what they look like, their social standing and personality and even their mood.

INSTRUCTIONS: Take a close look at these wax figures in our History and Leaders area. Why might we have chosen to capture a moment in time and immortalize these subjects in wax? From their wax portrait, what can you tell about their personality?

a) b) c)

a) b) c)

TUSSAUDS TERMINOLOGY

Relevant Standards: VA.68.C.1.2; VA.68.C.3.3; VA.912.C.1.4; VA.912.C.3.3; VA.912.H.1.1; VA.912.H.2.3; SS.912.A.1.4; SS.912.H.2.3

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SYMBOLISM

1). As you walk through the attraction, carefully examine the backgrounds behind our wax figures. Many display distinct symbolism that reflects that person’s personality or significant contributions. Choose one of our figures and describe what symbolism you recognize and its significance to that person’s life. _______________________________________________________________________________________ _______________________________________________________________________________________

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2). Choose one of the historical figures whose likeness has been immortalized by Madame Tussauds. Imagine this person was transported to the present day and brought to the attraction. Write a short story describing how you think they would react to seeing their image portrayed in wax. Would they be happy with their depiction? Would they wish to be portrayed differently?

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Relevant Standards: VA.68.C.1.2; VA.68.C.3.3; VA.912.C.1.4; VA.912.C.3.3; VA.912.H.1.1; VA.912.H.2.3; SS.912.A.1.4; SS.912.H.2.3

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INSTRUCTIONS: Below is a list of important events in the lives of several of our figures. Place each event on the linear timeline below in the correct chronological order. You may use the letter provided or write out the description.

January 1863 – Lincoln signs the Emancipation Proclamation, decreeing all slaves in Confederate areas to be “forever free.”

July 1969 – Neil Armstrong becomes the first man to set foot on the moon and states, “That’s one small step for man, one giant leap for mankind.”

November 1915 – Albert Einstein completes his general theory of relativity and submits it for publication

August 1963 – Martin Luther King, Jr. gives his “I have a Dream” speech on the steps of the Lincoln Memorial in Washington, D.C.

March 1513 – Ponce de Leon lands on Florida’s east coast and claims it for Spain

November 2008 – Barack Obama is elected the 44th President of the United States

A

B

C

D

E

F

TIMELINE

Relevant Standards: SS.6.W.1.1; SS.912.A.1.3

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The pose of a subject in a portrait, items in the background, and what they are wearing or holding can tell us a lot about them.

Historic portraits can be particularly interesting. They can reveal a lot about how people lived, for example what their belief systems were, and what was in fashion at the time.

POSE, COSTUME, & BACKGROUND

If you are going to be creating a portrait, keep notes on your subject. What do they wear? What do they do with their hair? What are their interests? What are your feelings about them? What do you think they are feeling? All these things will help you produce a portrait with lots of life in it.

1. Sketch somebody you know from a photograph (hint: you can use your phone!) and then ask one of your classmates to pose for you and sketch them from real-life. For an extra challenge, transform these sketches into 3-D sculptures!

2. Which was the easiest? Which sketch looks more like your subject? You may even want to ask a classmate for their viewpoint.

PHOTOGRAPH REAL LIFE

Relevant Standards: VA.68.C.2.3; VA.68.C.1.2

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INSTRUCTIONS: There are many ways to depict a person through art, but which kind is better? Working in partners or small groups, debate which art form: sculpture or portraiture provides a better understanding of the individual. Use specific references to actual works or art to make your point, and record your responses below.

SCULPTURE PORTRAITURE Reason: Supporting Evidence Reason: Supporting Evidence

INSTRUCTIONS: Throughout history, people have used different ways to express themselves. Choose one modern day wax figures in Madame Tussauds that you are familiar with, then compare and contrast his/her characteristics to the historical wax figures listed below as you experience the attraction. Modern day wax figure name (your choice) ____________________________________

FIGURE NAME HAIR STYLE CLOTHING HISTORICAL SIGNIFICANCE

Ponce de Leon

Similarities Differences



Martin Luther King, Jr.




SCULPTURE OR PORTRAITURE?

EXPRESSION THROUGHOUT HISTORY

Relevant Standards: VA.912.O.1.3; VA.912.H.2.3

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RELEVANT STANDARDS

6TH -8TH GRADES SS.6.W.1.1 Use timelines to identify chronological order of historical events. SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings,

music, and artifacts.

VA.68.C.1.2 Use visual evidence and prior knowledge to reflect on multiple interpretations of works of art.

VA.68.C.2.3 Examine artworks to form ideas and criteria by which to judge/assess and inspire personal works and artistic growth.

VA.68.C.3.3 Use analytical skills to understand meaning and explain connections with other contexts.

VA.68.F.2.2 Identify careers in support industries related to the art-making process, industrial design, digital media, and/or graphic design.

VA.68.F.2.3 Identify art careers that have a financial impact on local communities.

VA.68.S.1.4 Use accurate art vocabulary to explain the creative and art-making processes.

9TH-12TH GRADES SS.912.A.1.3 Utilize timelines to identify the time sequence of historical data.

SS.912.A.1.4 Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.

SS.912.H.1.2 Describe how historical events, social context, and culture impact forms, techniques, and purposes of works in the arts, including the relationship between a government and its citizens

SS.912.H.2.3 Apply various types of critical analysis (contextual, formal, and intuitive criticism) to works in

the arts, including the types and use of symbolism within art forms and their philosophical implications.

SS.912.W.5.6 Summarize the important causes, events, and effects of the French Revolution including the rise and rule of Napoleon.

VA.912.C.1.3 Evaluate the technical skill, aesthetic appeal, and/or social implication of artistic exemplars to formulate criteria for assessing personal work.

VA.912.C.1.4 Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.

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VA.912.C.1.5 Analyze how visual information is developed in specific media to create a recorded visual image.

VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.

VA.912.C.3.3 Examine relationships among social, historical, literary, and/or other references to explain how

they are assimilated into artworks. VA.912.F.2.1 Examine career opportunities in the visual arts to determine requisite skills, qualifications,

supply-and-demand, market location, and potential earnings.

VA.912.H.1.1 Analyze the impact of social, ecological, economic, religious, and/or political issues on the function or meaning of the artwork.

VA.912.H.1.9 Describe the significance of major artists, architects, or masterworks to understand their historical influences.

VA.912.H.2.3 Analyze historical or cultural references in commemorative works of art to identify the

significance of the event or person portrayed. VA.912.O.1.3 Research and use the techniques and processes of various artists to create personal works.

RELEVANT STANDARDS (CONTINUED)

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