. " 8 ⁄ 7 6 x 6 1 ⁄ 3 1 Purchase Untitled (construction Untitled d. lancar B H. Blancard. (construction Untitled Eugène Atget.Eugène French, Coiffeur, boulevard de Strasbourg H. (15.6 x 22.1 cm). (22.4 x 15.6 cm). Purchase " " 6 8 ⁄ 1 ⁄ 1 11 6 8 x x 16 8 ⁄ ⁄ 1 15 f Tower). Eiffel the 1888. April print, Platinum artial gift of Shirley C. Burden IMAGE SIX: o 6 IMAGE EIGHT: of 1888. Tower). the Eiffel August print, Platinum 8 IMAGE FOUR: (22.4 x 17.5 cm). Collection. Abbott-Levy P 1912. print, silver Albumen 8 1857–1927. 16 ⁄ 15 hase c c. 1900. cast Painted . ur P (15.6 x 22.1 cm). Purchase " Hector Guimard.Hector French, H. Blancard. (construction Untitled 16 ⁄ 1 1 H. Blancard. (construction Untitled Entrance Gate to Paris Subway Subway Paris to Gate Entrance 8 x 8 ⁄ 1 (22.4 x 16 cm). ropolitain) Station ropolitain) " 8 ⁄ 1 6 f Tower). Eiffel the February 10, 1888. Platinum iron, glazed lava, and glass, x 13' 11" x 17' 10" 32" (424 x 544 x 81 cm). Gift of Régie Parisiens Transports des Autonome (Mét IMAGE THREE: 1867–1942. IMAGE SEVEN: x of Tower). the Eiffel 1888. June print, Platinum 8 o print, 6 IMAGE FIVE: LESSON TWO: Rise of the ModernLESSON TWO: City

8 LESSONS 9 LESSONS s e lik om additions st built? ange fr These could r ed it when it was fir who founded and developed a company aris lik . al work. railway The primary focuses of the company were avant-garde but Gustave Eiffel is also known for designing the Statue of Liberty’ but Gustave Eiffel is also known for designing , eactions the public might have had to the changing nature of their city. changing nature eactions the public might have had to the gun in July 1887,gun in July and twenty- the foundation build to months five and it took ower was named for Gustave Eiffel, e create elegance as well as solidity elegance as well and durability?create [. . . .] Moreover, is an there T ower? Do they think everyone in P o T was b ion in the colossal,ion and a singular delight ordinary which to theories of art scarcely are the ek t t r c e e light rail system or a new museum to a new or enlarged shopping mall. system or a new museum to a new or enlarged light rail sort of impact What a tudents will be introduced to two new mediums:tudents will be introduced photography. industrial design and r w structural support. structural a affect the way people have on the look of the city? How do these projects do these projects think about the place in which they live? Show students the four photographs of the Eiffel Tower being constructed (Images 5–8).AskTower of the Eiffel Show students the four photographs to the construction based on the photographs,your students to react it and to imagine what was being constructed.Tower while the to be a citizen of Paris Do they might have been like lik while continuing Tower information on the Eiffel Give your students some background to discuss various r Begin the conversation by asking your students to think about any recent changes that have by asking your students to think about any recent Begin the conversation or town. been made in the landscape of their city The Eiffel specializing in metal structur bridges and stations Students will consider the impact that the creation of public monuments has on a city of public monuments the impact that the creation Students will consider and its citizens. S the ways in which art,Students will consider architecture, their and design affect everyday life. here was a strong reaction to the Tower from the general public, from artists as well as from the Tower who to reaction was a strong here o ESSON OBJECTIVES The Eiffel Tower was conceived of in Paris. Fair was conceived The World’s Tower The Eiffel the 1889 during for preparation T one months to assemble the metal pieces (of the metal pieces assemble to months one 18,000). are there which T “stain”on cityscape. the Paris thought it was unsightlya and truly tragic“a One critic called it the criticism to interview, in a newspaper responded Eiffel lamp.”Gustave street saying,“For will possess its own beauty. part that because believe that the Tower to I believe my we Are is an engineer,one does that one constructions or beauty by in one’s is not preoccupied one not se att • • • • DISCUSSION INTRODUCTORY L • • INTRODUCTION The turn of century the in Paris, knownBelle as the Époque, was a timeof modern inven- tion, art intense production, and its neighbors. France for peace and relative in Paris undertaken projects exciting many The new among are Tower and the Eiffel system subway at this time. applicable” (www.tour-eiffel.fr). Fair,Initially,World’s the 1889 after tower it gradually the demolish but the plan was to ofbecame icon a defining cityscape. the Paris as a artists Tower the Eiffel embraced Many symbol of modernity and the , ask 2 ot only in n and ask them and ask them Coiffeur, boulevard , as an interna- created e—with the framing Art Nouveau Entrance Gate to Paris Subway aphing this storefront window. aphing this storefront ntrance Gate to Paris Subway E to describe the entryway and write the word on a piece to describe the entryway and write the word how the image fits into the pictur Atget to photogr ead the sentences out loud. d — g acted is designed in the style of amin (vol. IV: Times) Modern York: of (New The Museum Art, Modern 1985), 10. the fr Entrance Gate to Paris Subway (Métropolitain) Station e , by Degas. different? they they similar? How are In what ways are Eugène Atget.Eugène Give your students a moment to look closely at the image, by Ask the students to r . , The World ofThe World Atget Art Nouveau artists and designers,Art Nouveau curvilinear lines and pat- and the entryway’s r ry that the camera was an artistic instrument machine.” rather than a mere o f o e At the Milliner’s c ade in 1900, the subway was completed. the year that and designer architect The Parisian ector Guimard was commissioned to make to make was commissioned ector Guimard rder new mode of transportation this entry to the new subway but to help make to mark de Strasbourg

of of paper.Then of four or five, groups divide the students into a them to create and direct to see the entryway on the street,sentence describing what it would be like using all the words that they have written down. to form as they like Students may add as many other words their sentence them to come up with another wor to spend a moment looking closely at the image. moment looking closely to spend a that word to come up with one Ask them object.describes the his or her word. share Have each student o appealing to Parisians. Not much is known about Atget.Not much is known about that he was a documentary photog- Some people think modern and interesting. only later considered that were who took pictures rapher Others in an inventive andto use a camera how think that he was an artist who had discovered imaginative way. Ask them to compar Ask them what they think attr they think he was standing when he took the picture.Ask them where Ask them what they to encounter this shop window when walking down the street. think it would have been like Continue the exploration of the streets of Paris by showing your students of Paris of the streets Continue the exploration Now that students have discussed and are familiar with Now that students have discussed and are H Inform your students that the object is an entryway to the Paris Métro—or that the object is an entryway to the Paris Inform your students subway system— m so that it would stand designed the entryway consider how Guimard Ask your students to out. subway entrances, from Subway different Gate to Paris How is Entrance bus stops, your atten- use to capture devices did the designers What today? signs that you see or street your attention? design capture tion? How does Guimard’s Show your students Show your and then ask them what they think is going on in the work. and then ask them what they think is going John Szarkowski, John

2. • • at the turn spent of thirty Paris documenting Atget years Eugène century, nineteenth the thousands ofcreating images.After of a number his death artists and journalists commented the city had captured ofAtget the artisticon that decidedly modern and way Paris. arti- An formulate to photographer first “the as Atget to referred newspapers York that rancle in New the the • • • • Entrance Gate to Paris Subway Paris to Gate Entrance • • tional style of in the 1880s and 1890s. and architecture decoration important was an Nature sour vines. by inspired were terns IMAGE-BASED DISCUSSION IMAGE-BASED •

LESSONS 10 • Divide the class into two teams. Ask one team to defend the position that Atget was a documentary photographer who was not interested in creating a photograph that would be considered a “work of art.” Ask the other team to defend the position that Atget was an artist who was using photography to capture many of the same ideas about modernism that the class explored in the previous lesson. Have each team present their argument.

ACTIVITIES/PROJECTS Research the development of other transit systems, such as the London underground and New York subway. How did these cities entice riders to use their systems?

Document an existing building or renovation site, or research the creation of a civic symbol 11 or landmark. What is the history of the building/site/landmark? Why was it created? What is L E its function? What does it commemorate? What was the public’s reaction to it when it was S S first completed? O N S Think about how a piece of sculpture or architecture can change the look of a neighborhood or even a city. If you wanted to design something to change the way your city looks, what would it be? Think about what you would make and why. Where would it be located in the city? Write a statement like Gustave Eiffel’s (p. 9), about your vision for your creation.

The Paris Métro improved life in the city by making transportation cleaner and faster. Think about ways in which you might improve your city or neighborhood. If you did create some- thing new, how would you entice people to use it? Design an advertising campaign for your new idea for improving life in your city or neighborhood.

Research other projects that Gustave Eiffel was involved in, such as his design for the inte- rior structure of the Statue of Liberty.