Madame Tussauds The Arts Resource Pack-Year 3 and 4 (Stage 2)

Resource aligned to NSW K-12 Syllabus and The Australian CurriculumThe images shown depict wax figures created and owned by Madame Tussauds

The Madame Tussauds Sydney Arts Resource, has been developed by practicing teachers. It is designed to provide visiting school groups with an interactive program that supports learning pre, post and during your visit.

Where Learning comes to life

Visit the Madame Tussauds website at: http://www.madametussauds.com/sydney/schools Booking number: 02 - 8251 7801Madame Tussauds, Aquarium Pier, next to Sydney Aquarium Darling Harbour, Sydney, NSW 2000

The images shown depict wax figures created and owned by Madame Tussauds

Ned Kelly(unmasked)

Teacher sheets:. Sheet One - Introduction

. Sheet Two - A guide to the resources

. Sheet Three - A history of Madame Tussauds

. Sheet Four - Making figures in wax

Learning program:. Sheet Five - Self Portrait

. Sheet Six - Collage / Mask making

Student Resources:. Resource One - What is Self Portrait?

. Resource Two - Drawing your own self portrait

. Resource Three - Collage

. Resource Four - Masks and mask-making

All student resources align with the incoming Australian Curriculum: The Arts. The strand of Visual Arts is particularly focussed upon.

Studio Secrets Mission:

A fun and engaging exercise for students to complete on the day of the visit.

Photography

All photography featured in this pack is © Merlin Entertainments Group and is not for commercial or publicity use.

Contents of this resource pack:

IntroductionThis Madame Tussauds Sydney resource, has been created for Year 3 and 4 learning programs within The Arts Curriculum: Visual Arts.

It has been written in close consultation with practising teachers, in collboration with Madame Tussauds Sydney. It offers learning tasks that are both aligned to the new Australian Curriculum, whilst also complimenting the outgoing NSW Syllabus Visual Arts strand also.

This resource also supports cross-curricular priorities and general capabilities such as Literacy, Information and Communciation Technology Capability, Numeracy and Intercultural Understanding.

This pack provides a complete Visual Arts program, comprising of 6 core lessons, designed in a pre, during and post visit sequence. An introduction to waxwork figures, how they are devised and constructed and advice for planning your visit to Madame Tussauds Sydney, is also included for background planning and research.

The Arts - Year 3 and 4 (Stage 2)

http://www.madametussauds.com/Sydney/PlanYourVisit/schools • The images shown depict wax figures created and owned by Madame TussaudsTeacher Sheet One

Madame Tussauds SydneyMadame Tussauds Sydney is themed around iconic and cultural significant people, both past and present, with key attention focused on using new technology to bring the figures to life. We offer interactive learning opportunities, which will both engage students and which also align with the new Australian Curriuclum learning objectives. Specfically, strand of Visual Arts is looked at; including Self-Portrait, Collage and Mask Making.

The figures at Madame Tussauds Sydney offer school visitors exciting opportunities to approach art and design areas from different perspectives and disciplines, enabling learners to get up close and personal with historical and prominent figures both from Australia and across the world.

Using the Resource

These classroom resources aim to provide the tools teachers need to deliver engaging and inquiry based lessons in Visual Arts. Our intention is to do much of the preparation and planning for you.

Designed to be flexible, this resource offers a range of lessons, activities and ideas that you

can tailor to your students needs and adapt to suit different learning styles.

Cathy Freeman

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Teacher SheetsThe Teacher Sheets set out the learning objectives for each of the Student Resources and provide assistance in delivering the various activities, where necessary. Suggestions for extension activities and links into other areas of the curriculum are also provided.

Student ResourcesThe Student Resources are designed for use in the classroom and also contain some learning tasks for completion when visiting Madame Tussauds Sydney. All resources are closely aligned with both The Australian Curriculum and outgoing NSW Syllabus.

A quick guide to the resource

A Guide to the resources: The Arts - Year 3 and 4

Curriculum ChecklistYear 3 and Four Visual Arts

Exploring and developing ideas

. Investigating and making art, craft and design

. Evaluating and developing work

Knowledge and understanding

Full details of the Content Desciptions relating to each of the activities and exercises are provided on the Teacher Cards.

Teacher Sheet Two http://www.madametussauds.com/Sydney/PlanYourVisit/schools• The images shown depict wax figures created and owned by Madame Tussauds

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Understanding and investigating self-portrait adn relevant artists. Examining facial features in order to create self portrait

Examining the positioning of facial features to create true likeness. Creating a timeline to understand and predict how faces change

Creating a self-portrait collage to portray personaility, interests and information about the artist.

Creating a self-portrait mask. Applying colour to the mask to represent skin tone adn use of additional materials in decoration.

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What is a self-portrait?

Drawing your own self-portrait

Collage

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Student Resource Title Description

Madame Tussaud

Marie Grosholtz (later to become Madame Tussaud) was born in 1761 in Strasbourg, France, two months after her father’s death. Her mother took a job as a housekeeper in Berne for Philippe Curtius, a doctor who was skilled at modelling wax to create

anatomical figures.

A brief history of Madame Tussauds

In 1767 Marie moved with her mother and Philippe Curtius to Paris where Curtius opened his first exhibition. At a time when visual media such as cinema and TV did not exist, people flocked to the exhibition to see for themselves what the famous people of the time looked like.

Dr Curtius taught Marie the art of wax sculpting from an early age and she demonstrated natural flair. Soon she was sculpting her own figures of many of the prominent people of the era.

Marie’s skills came to the attention of Louis XVI’s sister and Marie was invited to live at and work in the palace of Versailles. Marie spent nine

years at court and whilst there created figures of Louis XVI and his family.

In 1789 Dr Curtius asked Marie to return to Paris. Once back in Paris the French Revolution erupted and Marie was asked to make death masks of the prominent figures who were

executed, including Louis XVI and his wife Marie Antoinette. Marie herself was imprisoned by the revolutionists but escaped the fate of the guillotine.

In 1794 Curtius died and Marie inherited the exhibition. However the exhibition struggled in the economic decline following the revolution and Marie decided to take the exhibition to England

where it was a great success. Marie toured the British Isles with the exhibition for years. In 1822 the ship carrying the figures was wrecked

on a crossing to Ireland but fortunately some of the figures were saved.

At the age of 74, Madame Tussaud decided to settle the exhibition permanently at the Baker Street Bazaar, very close to the present site in

London. Marie continued to work at the exhibition until her death in 1850. Her sons and

grandsons continued the business and in 1884 decided to move the exhibition to its present site.

Over the years there have been several disasters which the exhibition has had to cope with.

A fire in 1925 destroyed many of the figures but fortunately the moulds were saved so new figures could be cast, and in 1940, on the first night of the

Blitz, 352 head moulds were damaged beyond repair, although ironically Hitler’s figure remained unscathed!

Teacher Sheet Three http://www.madametussauds.com/Sydney/PlanYourVisit/schools • The images shown depict wax figures created and owned by Madame Tussauds

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For most visitors to Madame Tussauds, wax figures are startling, three-dimensional likenesses of all manner of people but little is known about how the figures are actually created. This is because the studios can never be visited - apart from by the subjects who come to be modeled in the private, purpose-built area.

At the sitting, the sculptor has the opportunity to take precise measurements with a tape measure and calipers, and to photograph the subject’s head and body from every possible angle. During the sitting the sculptor also makes the all-important observations that will convey personality and character as the sculpture progresses.

A moulder is responsible for making a plaster “negative” from the sculptor’s portrait, and great care must be taken to avoid damaging the precious clay original. Once the wax head has been cast it requires eyes, hair and colour. Eyes are made individually to exactly match the colour and detail of the subject, human hair is inserted strand by strand into the wax scalp and colour is carefully applied to bring the face and features “to life”. The final assembly of the figure is supervised by the sculptor and wardrobe mistress.

When a figure enters Madame Tussauds, the studio remain closely concerned with its appearance and like every other figure it will undergo an early morning routine of checking and cleaning before the attraction opens each day. This rigorous attention to detail is constantly maintained and continues to uphold the high standards for which Madame Tussauds is famed.

Making Figures in wax

Teacher Sheet Four http://www.madametussauds.com/Sydney/PlanYourVisit/schools • The images shown depict wax figures created and owned by Madame Tussauds

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Section Notes on Student Resource 5This resource is designed to examine closely what makes a face unique. Students should be encouraged to become aware of their features in order to progress to replicating that image in a self-portrait.

Lesson 1:As an introduction to self-portrait students can be encouraged to use both library and internet resources to research the named artists.

Encourage the use of creative language amongst students when completing this activity. You may wish to introduce this exercise through a class discussion, perhaps encouraging the students to study your face and describe a variety of expressions using adjectives. If you have ‘expression’ cards use these to stimulate relevant vocabulary by asking students to guess or describe the expression shown.

Section Notes on Student Resource 6

Lesson 2:These portraits can be used as the basis for the mask-making exercises on Student Resource 4 and as such should be drawn to scale. Students should be asked to form pairs and take detailed measurements of each others’ heads.

Students could be encouraged to think about how artists use colour to show meaning in their work and consider which colours would tell people about themselves. Students may also want to focus on a personal experience and include it within their picture.

Lesson 3: Excursion to Madame Tussauds Sydney. Call (02) 8251 7801 to make your booking.

When visiting Madame Tussauds, encourage students to collect items from the trip for use later in the Madame Tussaud collage they will create. Items such as ticket stubs, free literature and photographs from the excursion could be used.Students could again be encouraged to research France on the internet or in the library and use their findings to help theme their Madame Tussaud collage.

Lesson 4:This activity will probably require a letter home to parents, asking permission for their children to bring into school any photographs and personal items. Family photographs and other treasured items will need to be photocopied so that originals can be returned safely with the child the same day. Students must place or draw their pictures in chronological/sequential order and date the pictures. Key events could be included on the timeline in order to provide a historical context.

Content Descriptions. Explore how to express ways of seeing and imaging their world working with images, forms, objects and spaces. Recognise and describe how images, objects, forms and ideas in visual arts works can be considered from different viewpoints. To explore themselves as a starting point for practical work

Content Descriptions. Explore how to express ways of seeing and imagining their world working with images, forms, objects and spaces. Investigate and experiment with the qualities of different media and techniques to develop intended effects . Experiment with techniques, tools and forms to develop their skills and refine their art making

Curriculum Links . ICT

. Literacy

. Critical and Creative Thinking

Cross-curricular Links . Critical and Creative Thinking

. Mathematics

. Visual Arts

Arts Learning ProgramSelf-portrait: What is Self-portrait? - Years 3 and 4

Self-portrait: Drawing your own self-portrait - Years 3 and 4

Teacher Sheet Five http://www.madametussauds.com/Sydney/PlanYourVisit/schools • The images shown depict wax figures created and owned by Madame Tussauds

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Lesson 5: Section Notes on Student Resource 7Again, a letter home to parents should be sent in advance of this activity being undertaken and any necessary photocopying of treasured items made ahead of the lesson. Additional help with cutting may be required.

A pictorial reference to Madame Tussaud is provided on Teacher card 3, however students should be encouraged to research their own references using library resources or the internet. You may wish to ask them to use a pictorial reference to Madame Tussaud rather than use their own picture.

Extension Activities:Encourage the study of artists such as Matisse, who famously worked with collage and cut-out paper shapes to produce his works.

Lesson 6: Section Notes on Student Worksheet 8

In addition to the methods of colour and decoration outlined, students could be encouraged to look through magazines to find examples of colour that matches their skin tone. They can use these cuttings to create a collage base for their mask.

Assistance may be required to cut out eye and mouth holes in the mask. Students can also be encouraged to use real props, such as hair clips and combs.

Assistance may also be required securing the wooden stick to the base of the mask.

Content Descriptons. Develop art-making techniques using media, visual arts practices and viewpoints. Explore and explain visual arts works and comment on connections with Australia, the Asia region and other world regions. Express understanding about choices made in the creation of their own visual arts works identifying reasons for these based upon features of art works

Content Descriptions. Investigate and experiment with the qualities of different media and techniques to develop intended effects

. Develop art-making techniques using media, visual arts practices and viewpoints

. Express understanding about choices made in the creation of their own visual arts works identifying reasons for these

Cross- curriculum Links . ICT

. Intercultural Understanding

. Literacy

. Visual Arts

Cross- curriculum Links . ICT

. Critical and Creative Thinking

. Visual Arts

Self-portrait: Collage - Years 3 and 4

Self-portrait: Mask-making - Years 3 and 4

Teacher Sheet Six http://www.madametussauds.com/Sydney/PlanYourVisit/schools • The images shown depict wax figures created and owned by Madame Tussauds

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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 himself. Many famous artists have created self-portraits.

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.

Activity OneSelect one of the above artists and investigate their self-portrait work. What name did they give to their self-portraits?

Activity Twoa) Describe your classmate’s face. On a separate piece of paper record the following details:

1. What colour eyes do they have? 2. What shape are their eyes?

3. What is their hair like? 4. How would you describe its style?

5. What are their teeth like? 6. What is their skin tone?

7. What is the shape of their mouth like? 8. What is their expression?

What else do you notice?b) Practice pulling a happy and sad face. How does your face change with your expressions? What happens to each of your features as you change from a sad to a happy face:

Happy face Sad face

Eyes

Mouth

Nose

What is a Self-portrait? - Student Resource 1

Self-potrtraits created by: L.S. Lowry, Picasso, Van Gough and Salvador Dali

Student Resource One The images shown depict wax figures created and owned by Madame Tussauds

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Dannii Minogue

Captain Cook

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Keywords:

.Portrait .Self-portrait

.Likeness .Expressions

Activity OneUse a mirror to help you to draw a self-portrait. With this you can create your own self-portrait. Follow instructions 1,2,3 and 4. Remember to keep looking in the mirror to help you. a) Once you have finished, look at your picture. Does it look like you? If not, why not? Which features do you think you have drawn incorrectly?

b) Swap portraits with the person sitting next to you. Does their portrait look like them? If not, why not? Which features do you think they have drawn incorrectly?

Activity TwoCollect photos of yourself or family members. Describe the differences in clothing styles, hairstyles, facial expressions and age.

a) Study photographs of yourself from when you were a baby. How have you changed?

b) Draw a timeline of yourself, as a baby, when you first started school and as you are now.

Drawing your own Self-portrait - Student Resource 2

Student Resource Two

Draw a horizontal line to show the level of your eyes

Draw a second line to mark the bottom of your nose

Draw a vertical line of symmetry. Draw 5 ovals across the eye line

Draw a third line to show where your mouth appears

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The images shown depict wax figures created and owned by Madame Tussauds

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Barak Obama

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Search Engine Keywords:

.Portrait .Self-portrait

.Likeness .Expressions

Using a self-portrait you can create a self-portrait collage.

Before you begin this activity you will need to bring into school a collection of your favourite mementos from home.

These could include:

. Family photographs

. Photographs of friends

. Favourite postcards

. Magazine articles

. Favourite pop group pictures

. Autograph collections

. Photographs of your pets

. Theme park tickets

Activity Onea) Take a photocopy of the self-portrait. You may also want to photocopy any items (such as family photographs) which need to be returned.

b) Carefully cut out the photocopy of your face with a pair of scissors.

c) On a large piece of card, create a background for your collage. You can draw or paint your background or use wrapping paper, comics, magazines or newspaper.

d) Now stick the cut-out of your self-portrait to the card.

e) Lastly, stick your mementos to the background of your collage.

Activity TwoWrite a short paragraph describing your favourite mementos and explain why they are special to you.

Activity ThreeDraw a picture of Madame Tussaud and create a portrait collage. During your visit to Madame Tussauds think about what you might include on your collage. For example your Madame Tussauds ticket and photographs you have taken on the trip. You could also add items which relate to her job and her life, for example a piece of candle wax or pictures of France where she was born.

Collage - Student Resource 3

Student Resource Three The images shown depict wax figures created and owned by Madame Tussauds

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Madame Tussaud

Madame Tussaud, the creator of Madame Tussauds, began her business by making wax masks. During the French Revolution she created masks of important people of the time.

Masks are used in many different cultures for lots of different reasons. They can be used in religious practices, in celebration and at events, such as the famous Chinese New Year Dragon Boat races.

Activity OneWhen decorating your mask you might want to use poster paints to colour your skin tone, or props including different coloured wool to stick onto your mask for hair.

Here are some extra materials you might want to add to your mask:

.Coloured beads .Glitter .Pipe cleaners

.Silver foil .Coloured fabrics

Masks and Mask-making - Student Resource 4

Student Resource Four

Trace or take a photocopy of the self-portrait you have already created

in Worksheet Two.

Stick your picture to a piece of card and cut around the outside.

Now cut out holes for the eyes and mouth. Ask your teacher to help you.

To make a handle for your mask, tape a wooden lolly stick or a thick piece of card to the base.

Now you can decorate your mask however you like!

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Lady Gaga

1. Between what years did Captain Cook come to Australia?

2. How old was Ghandi when he got married?

3. What was Dawn Fraser’s gold medal 100m freestyle record time?

4. What colour are Rhianna’s shoes?

5. How many weeks does it take to put a full head of hair into a wax figure?A) 1 weekB) 4 - 6 weeksC) 3 months

6. What kind of famous surgeon is Victor Chang?A) BrainB) EyeC) Heart

7. What is Rolf Harris holding in his hands?

8. How many colours are in Dame Edna’s dress?

9. Who in your class has the same eye colour as Miranda Kerr?

10. What is Lady Gaga’s real name?

Studio Secret Mission

Captain Cook

Heath Ledger

Queen Elizabeth II

http://www.madametussauds.com/Sydney/PlanYourVisit/schools • The images shown depict wax figures created and owned by Madame Tussauds