Encounter 10: The Artist’s Voice
This is a video with voice recording of Judy Chicago speaking and explaining the work.
Grade Levels: Upper Elementary, Middle and High School
Chicago provides a tour of The Dinner Party, one “wing” of the triangular table at a time, while revealing her intentions and making connections among materials, techniques, and symbolism in the plates, runners and the Heritage Floor. Prior to viewing the video, students list ques- tions that they have about the artwork and how it was made.
Chicago provides a tour of The Dinner Party, one “wing” of the triangular table at a time, while revealing her intentions and making connections among materials, techniques, and symbolism in the plates, runners and the Heritage Floor. Prior to viewing the video, students list ques- tions that they have about the artwork and how it was made.
The artist’s voice and perspective enhance the students’
appreciation and understanding of the artwork. Close-up views of needlework are accompanied by the artist’s rationale for
using various techniques for runners, and for what she calls the “millennium triangles” found at the three junctures of the
table. Although students have been introduced to the notion of metaphor, their understanding is enhanced when they hear
the artist refer to the various metaphors in the artwork. Ultimately, students learn that the artist often can offer important contextual information, contributing greatly to what they know and value about an artwork.
2. Prepare a list of questions for students to consider while viewing the DVD. For example:
What is china painting and how did the artist learn how to do it?
How do you know that the artist and her helpers engaged in a lot of trial and error? How do the names on the Heritage Floor relate to the women “seated” at the table? What metaphors does the artist refer to when describing the artwork?
What is “white work?”
Why are some plates higher off the table than others?
Why did the artist make the backs of the runners difficult to see?
3. Prepare a list of questions for students to consider when the artist describes a plate and runner associated with spe- cific women. For example:
How does the artist describe the plate?
How does the artist describe the runner?
What symbols does the artist refer to?
What needlework is important in this particular place setting?
What does the artist indicate is important to remember about the woman’s contributions or achievements?
What is china painting and how did the artist learn how to do it?
How do you know that the artist and her helpers engaged in a lot of trial and error? How do the names on the Heritage Floor relate to the women “seated” at the table? What metaphors does the artist refer to when describing the artwork?
What is “white work?”
Why are some plates higher off the table than others?
Why did the artist make the backs of the runners difficult to see?
3. Prepare a list of questions for students to consider when the artist describes a plate and runner associated with spe- cific women. For example:
How does the artist describe the plate?
How does the artist describe the runner?
What symbols does the artist refer to?
What needlework is important in this particular place setting?
What does the artist indicate is important to remember about the woman’s contributions or achievements?
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