Friday, October 26, 2007

Wayne Thiebaud








Wayne Thiebaud: Food For Thought


Biography
Wayne Thiebaud, pronounced [Tea-Bo], is an artist who was a large influence on and in the Pop Art movement. Unlike the pop artist’s preoccupation with conveying a wry, satirical look at mass media, mass production, and mass consumerism by depicting every day objects, Thiebaud took pleasure in creating the delectable items found in any diner menu or pie case which reminded him of his own America and boyhood past.
Wayne Thiebaud was born in 1920 in Mesa Arizona, than moved to Long Beach, California at six months. He spent ten years working in New York and Hollywood as an advertisement designer and cartoonist, and served in the United States Army Air Force between 1942-1946. He began his formal art education, funded by the GI Bill, at San Jose State College, then at California State University Sacramento after his stint in the military. While in graduate school he was offered and accepted a teaching position at Sacramento Junior College in 1951. After eight years he became an art professor at the University of California, Davis. He still works there as of 2006.
Much of Thiebaud’s recent work are realistic renderings of local landscapes, city scapes, and figures. In the 1960’s he gravitated toward “blue-collar” subjects which he encountered in everyday life. Around this time he began to paint the cake and pie paintings which have made him famous. He professes to merely want to render average objects, concentrating on their geometric shape and pattern. He states that these pictures are not indicative of any deeper meaning than what they appear to be. To this end Thiebaud places his cakes, hamburgers, and canapés in shallow spaces consisting of a solid background and a “countertop”.
He attributes his food choices to his boyhood pleasures and was even employed at a Long Branch restaurant named Mile High and Red hot. These names stand for ice cream and hot dogs. Wayne has admitted to creating his baked goods from remembered images in his head, rather than an actual pastry. He lavishes the canvas with buttery strokes of oil paint, which take one the creamy consistency of whipped cream and frosting. Much of Thiebaud’s work, especially his later pieces, have strong patterns in their compositions created by the placement and position of the food subjects. Strong shadows, and crisp, clearly defined shapes showcase Thiebaud’s advertising background in which he would illustrate simple layouts of solitary drugstore products set in a shallow, stark background.
It was the American lunch stand style of food, such as hotdogs, ice cream, hamburgers, and club sandwiches which brought attention to Thiebaud’s work. In 1960, his first one-man shows in the San Francisco Museum of Art in Sacramento and the Staempfli and Tanager galleries of New York, where not met with much acclaim. It wasn’t until 1962, during a show at the New York Sidney Janis Gallery, which launched the first official Pop Art show, that Thiebaud was noticed on a national level.
For his part, Wayne does not consider himself a Pop artist, but a painter of “illusionist form”.
He was friends with Willem De Kooning and Franskline who both influenced him through their abstractions, as well as Pop artists Jasper Johns and Robert Rauschenberg. He co-founded the Artists Contemporary Gallery and the Pond Farm Cooperative. He resides in Sacramento and is happy to remain out of the New York art scene, allowing his art dealer, Allan Stone of the Allan Stone Gallery in New York, to handle the east coast end of business.

Discussion Activities

Ÿ* Look at Wayne Thiebaud’s work compared to actual photos and advertisements of cakes and food.
Ÿ* Compare the food he has rendered to food today/food from other countries.
Ÿ* Compare the paintings. How has Thiebaud used pattern, positioning?
Ÿ *Does the food appeal to you? Why or why not?
Ÿ *Does the simple background add to or detract from the food’s appeal?
Ÿ *Knowing that Thiebaud painted these images from his memories, did he make the subjects more sentimental? Even though he said that he was a painter of illusionist form and the subject matter had no deeper meaning.




Some Thiebaud Work

Glassed Candy
1980 color lithograph
20" x 17"
Salads, Sandwiches, and Desserts
1962 oil on canvas
52" x 72"
Bakery Case
1996 oil on canvas
60" x 72"
Three Burgers
2000 pastel on paper
11 1/4" x 16"
French Pastries
1963 oil on canvas
16 1/8" x 24 1/8"
Three Machines
1963 oil on canvas




Activity
Have students go online and find more work by Wayne Thiebaud. Ask them to pick a country, other than the U.S., and research that countries popular “junk food”. After they have done their research, they can go back to the classroom, and using various media, create Thiebaud-esque artwork utilizing their various country’s food.



References
http://www.wikipedia.com/
http://en.wikipedia.org/wiki/Wayne_Thiebaud
http://www.artchive.com/T/thiebaud.html
Wayne Thiebaud: A paintings retrospective, by Steven A. Nash

Tuesday, October 23, 2007




Lesson Plan
Teacher: Elizabeth Miller
Grade Level: Pre-K, K, 1st
Title: Amazon Rainforest Poison Arrow (Dart) Frogs
Brief History and Background:
The Poison Arrow, or Dart, Frog lives in the Amazon Rain Forest in South America. They are very small, only about half an inch! They come in a variety of bright colors and have spots, stripes, and other markings which help to act as camouflage. The bright colors warn predators away. Their underbellies can have a contrasting color to their backs; these belly colors are called “flash colors” and can be seen by animals as the Poison Dart Frog leaps.
This tiny frog gets its name from the Indigenous Indian tribes which gather the frogs to use their poison. The frogs are placed near a fire until they “sweat” out a gooey substance which the Indians collect and spread on their spear heads, arrow tips, or blowgun darts. This poison makes the weapons very deadly when they are used for hunting.
Standards:
PA Standards:
· 1.6 Speaking and Listening
· 3.8 Science, Technology and Human Endeavors
· 4.8 Humans and the Environment
· 7.1 Basic Geographic Literacy
· 9.1 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts
· 9.2 Historical and Cultural Contexts
· 4.6 Ecosystems and their Interactions
· 3.3 Biological Sciences
Goal: To make a wax resist, paper Poison Arrow Frog.
Objectives: Students will:
Learn about Poison Arrow Frogs, where they live, and how they got their name.
Develop fine motor skills while tracing and cutting out their frogs.
Create patterns and shapes.
Think about what it would be like to live in the rain forest.
Create a wax resist, paper poison Arrow Frog.
Resource Materials/Visual Aides:
· Pictures of Poison Arrow Frogs
· Pictures of the Amazon Rain Forest
· A world map highlighting South America
· Finished exemplar
Supplies/Materials:
· Green contraction paper
· White watercolor paper
· Oak tag frog-outlines for tracing
· Crayons
· Pencils
· Scissors
· Water Color
· Small water cups
· Brushes
· Glue
· Smocks
Teacher Preparation:
Have all visuals on hand, and materials ready.
Teaching
Introduction:
“Raise your hands if you know what this animal is. (Hold up picture of frog for class) Right! It’s a frog. Has anyone ever seen a frog in real life? Ever Held one? How big was it and how did it feel? What color was the frog you saw? Notice how brightly colored the frog in this picture is is. Here is a map of the world. (Show map) This frog lives in the South American Rainforest, also called the Amazon. Can anyone come up and point to South America? Please raise your hand. This frog is called the Poison Arrow Frog or also the Poison Dart Frog, he gets his name from…..”
Directions:
1. Place frog stencil on white water color paper and trace it with pencil
2. Using crayons, draw stripes, spots, and other small marks on the outline. Make sure to press down gently on crayon so mark is dark. Try not to leave any white spaces in your shapes.
3. Put on smocks
4. Use watercolor and brushes to paint in frog outline. Use bright colors. Paint right over crayon.
5. When paper is dry, cutout frog outline.
6. Glue frog to middle of green construction paper.
7. Using crayon or pencil, draw a large leaf shape around frog, on the green paper.
8. Cut out leaf shape.
9. Using a dark crayon, draw lines on leaf showing stem and veins.
Critique/Evaluation/Assessment:
Allow class to hang up their Poison Arrow Frogs on board. Talk about all the colors, shapes, and patterns. Note all the different interpretations.
Time Budget:
Two 45 minute class periods.
Vocabulary:
· Poison Arrow Frog
· Amazon
· Rain Forest
· South America
· Blow Gun, Dart, Arrow, Spear
· Flash Colors
· Camouflage
· Wax resist
Safety Concerns:
Supervision while cutting with scissors.
Extension:

Thursday, October 18, 2007

My Wiki

http://sokpupit.pbwiki.com/