Just desserts - designing desserts - Brief Article

Arts & Activities, May, 2002 by Kathryn Janzen

Try serving this lesson to your students and see if they don't go nuts over the delicious design possibilities and the secrets of construction that lie beneath. The middle-school students to whom I presented this lesson really ate it up!

After looking at desserts from restaurant menus and magazine cutouts, the students were to develop an idea into a three-dimensional design depicting an elaborate dessert, or their own favorite dessert. Their designs were then constructed from materials that would produce the most realistic results. Some of the materials used in these treats include papier-mache plaster of paris, white expanded polystyrene foam (EPS foam), glue, felt and clay.

An added bonus to this project is that the construction of these three-dimensional designs utilized a problem-solving model for the arts. This model was applied not only to the steps involved in their construction efforts, but also to areas outside of the arts. Students related to using a similar model in their other classes, such as algebra and English, and in making personal decisions, such as the selection of a college.

Step one was to understand the problem: What is the assignment? What is the desired outcome or objective and what are the possibilities? The assignment was to come up with a design idea, develop and prepare a plan, and then to construct their desserts. The desired outcome was to make it look good enough to eat. I used examples of finished three-dimensional dessert designs to build enthusiasm for the project.

The realism that can be achieved was a real motivator for the students to begin the project. I explained what materials had been used on the examples to give the pieces their different effects, and showed students the variety of possibilities that can be created with the manipulation of a few of these simple materials. After the students began to browse through the pictures and examine the examples, their ideas began to develop.

Step two was to develop and design a plan for their ideas. The students were to put their ideas down on paper, which was to become their working plan. This plan was to include a colored drawing of their dessert with the dimensions and possible construction materials listed along the side.

The third step was to try out materials and evaluate their plans. Construction and assembly followed the steps outlined in their plans. Were they getting the desired effect? What alternatives could be tried? Their plans became important to communicating their needs, in determining both the size of materials and what steps to take.

The final step was to evaluate the effectiveness of their work. Did their three-dimensional pieces meet the challenges of the assignment? Did their desserts look real? You be the judge! They certainly attract attention!

I feel the lesson was successful for several reasons, one of which is that the students enjoyed constructing their three-dimensional desserts. The students were interested not only in the progress of their own art, but also in the art of their classmates. Everyone was curious about the development of the desserts, the creation that provided the students with hands-on experience using the problem-solving model.

The project also encouraged the youngsters to work together, as there were occasions when more than one pair of hands was needed, such as when applying the plaster of paris "frosting" to the layer of EPS foam "cake" before it set.

A few of the effects that were achieved in these pieces include the following tricks:

* Applying dark brown or tan acrylic paint to a cooled-off stream of hot glue creates the illusion of hot fudge or caramel topping.

* With a bit of carving to smooth out and shape them and a coat of paint to determine their flavor, EPS foam balls that have been dipped into plaster of paris become scoops of "ice cream."

* Paint several layers of white glue over pieces of EPS foam that have been cut into triangular wedges, like slices of cake. After the coats of glue have dried, the EPS foam takes on the texture of cake. A little acrylic paint adds to the realism.

* Applying acrylic paint over plaster of paris, with a final coat of gel medium, will keep the "frosting" looking soft, creamy and realistic.

This lesson was completed while Kathryn Janzen was a student-teacher at Inman (Kansas) Middle School. She is currently an elementary art instructor at USD 308, Hutchinson (Kansas) Public Schools.

LEARNING OBJECTIVES

Students will ...

* create a realistic, three-dimensional design of a dessert.

* follow the steps in a problem-solving model.

* develop a detailed plan for the construction of their design idea.

* think abstractly by visualizing the stages of development of their desserts.

* develop and strengthen problem-solving skills.

NATIONAL VISUAL ART STANDARDS

No. 1 Understanding and applying media, techniques and processes.

No. 2 Using knowledge of structures and functions.

No. 3 Choosing and evaluating a range of subject matter, symbols and ideas.

No. 5 Reflecting and assessing the characteristics and merits of their work and the work of others.