Summary

Description:

In 1787 Laurent Amiot, after studying in Paris, returned to Québec City, the centre of silver production in Canada after the British conquest of 1759-60. He introduced to the Canadian market the newly popular Louis XVI style and its neoclassical characteristics of elegant shapes and limited decoration. Smooth surfaces were sometimes engraved with gentle designs.

After showing the students the Taylor Cup, an example of presentation silver in the Lord Dalhousie Lesson Plan, they will create a trophy for their Club or favourite team using the principles of classical design such as proportion and balance.

Theory:

Students will learn how the principles of design are used to create an area of emphasis and to create proportion and balance.

Creation:

Students will organize their artwork to create a specific effect, using balance and proportion.

Analysis:

Students will explain their preference for a specific art- work, and make reference to the artist?s use of the principles of design and their understanding of the ideas and feelings expressed in the work.

Cross Curriculum Links:

This lesson plan also explores the subject areas of English language/ History/ Geography.

Duration:

2 60-minute sessions

Look & Discuss

Present and discuss a selection of the 6 featured artworks in the Artwork & Artists slideshow with your class.(Tabs will provide you with information on the theme, composition, interpretation and the artist.)

Concentrate especially upon: the Taylor Cup by Laurent Amiot.

A downloadable Presentation that you can add to or manipulate will also help share these images in your classroom.

Materials

• Paper
• Drawing pencils
• Self hardening clay
• Sculpting tools
• Water

Preparation Tasks

• Look at several three dimensional trophies on the Internet by Amiot and other silversmiths who lived during the same time period. Also look at modern examples such as the Grey Cup or Stanley Cup. Look at the proportion and scale of each cup.
• Identify the different parts of the cup i.e. the base, the lid etc. The students will have to look at these when they think about their design.

Take it Further

Ask each student to write an extended label, indicating the importance of their trophy (i.e. hockey trophy, in memory of etc).

Assessment Guide

	1	2	3
Theory Criterion To what degree does the student create an area of emphasis and does he use the principles of design to create proportion and balance?	The student has a limited understanding of how the principles of design are used to create an area of emphasis and to create proportion and balance.	The student understands how the principles of design are used to create an area of emphasis and used to create proportion and balance.	The student understands independently how the principles of design are used to create an area of emphasis and used to create proportion and balance.
Creation Criterion To what degree does the student organize their artwork to create a specific effect, using balance and proportion?	The student shows limited skill in organizing the artwork to create a specific effect, using balance and proportion.	The student shows skill in organizing the artwork to create a specific effect, using balance and proportion.	The student thoroughly organizes the artwork to create a specific effect, using balance and proportion.
Analysis Criterion To what degree does the student explain their preference for a specific artwork, and make reference to the artist?s use of the principles of design in the work?	The student has difficulty explaining their preference for a specific artwork, and making reference to the artist?s use of the principles of design in the work.	The student explains their preference for a specific artwork, and makes reference to the artist?s use of the principles of design in the work.	The student is thoroughly capable of explaining their preference for a specific artwork, and makes reference to the artist?s use of the principles of in the work.