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Bata Shoe Museum Teacher's Resources Glossary

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Bata Shoe Museum Teacher's Resources Glossary Bata Shoe Museum http://www.batashoemuseum.ca/ Teacher's Resources Glossary Aristocratic heel: Throughout Europe in the seventeenth and eighteenth centuries, heels were an indicator of wealth and status for both men and women. Brocade: A heavy fabric interwoven with a rich and raised design. Broguing: A decorative perforation or edge cutting along the stitching of the shoe. Chape: A metal tip or mounting on a scabbard or sheath. Chopine: Shoes that elevated the wearer. They had wooden platforms that were often covered with lavish materials such has velvet, lace, ribbon, and tassel. The elevation depicted a person's high status in society. De rigeur: Required by the current fashion or custom: socially obligatory. Filigree: An intricate, delicate or fanciful ornamentation. Grosgrain: A closely woven silk or rayon fabric with narrow horizontal ribs. Ionic stiletto: A high heel with a high needle-like heel that emerged shortly after World War II. Kabkabs: These shoes were worn by Turkish women in bathhouses. Kabkabs were high in order to lift the women's feet off of the water on the bathhouse floor. They were often decorated with mother-of-pearl. Latchets: A leather thong or strap used to fasten a shoe or sandal on the foot. Louis heel: During the reign of Louis XV in France, fashionable heels for women were curved through the waist and splayed (=spread or turned out) at the base to increase stability. The combination of graceful shape and sturdy construction was revived and revamped in the 1860s and christened the 'Louis heel'. Mules: A shoe that has no strap to fit around the heel or back to it. Mother-of-pearl: An iridescent (brilliant or colourful in effect) substance that forms the lining of the shells of some fresh-water and salt-water mollusks. Peony: Any of the various garden plants of the genus 'paeonia' having large, variously coloured flowers with numerous stamens and several pistils. Red heel: During the seventeenth century, the heel in France became associated with political privilege. King Louis XIV of France passed a law stipulating that only those who were granted access to his court were allowed to wear red coloured heels. Ruched: A ruffle or pleat of lace, muslin, or other fine fabric. Shank: A piece of material, such as metal, that is used to reinforce or shape the narrow part of the sole of a shoe under the instep. Stiletto: Shortly after World War Two, there was a demand for femininity amongst women. Consequently, the iconic stiletto emerged at this time. The origin of the sneaker dates back to the middle of the 19th century when it emerged from a confluence of technological advancements and profound cultural shifts. These first sneakers were called plimsoles but by 1873, the term sneaker had been coined. By the middle of the 20th century the pursuit of bodily perfection took on nationalistic overtones and the sneaker became firmly entrenched in the wardrobe of millions. The ‘Me Generation’ of the 1970s shifted the focus of fitness from cultivating group identity to the pursuit of individual success and high-end athletic footwear became signifiers of conspicuous consumption. It was the embrace of the basketball shoe in American urban centers, however, at the end of the century that would give rise to sneaker culture and transform the sneaker into the icon that it is today. Bucket Feet http://www.bucketfeet.com/ The most unique sneakers you’ll ever wear. Every pair is designed by a different artist from around the world, tells a story, and is made in limited quantities. Guaranteed conversation starters at an affordable price. Give Back With Every Purchase. We pay artists for their work - they receive an upfront payment for each design and earn royalties on every pair sold. We also donate a portion of proceeds for every pair made in collaboration with non-profit organizations. Bucketfeet takes an open platform approach where anyone can submit a design. Currently, we work with over 20,000 artists from 100 countries. Our network includes artists in every medium: painters, graphic designers, graffiti writers, street artists, photographers, and the list goes on. Everyone is welcome to join us in our mission to connect people through art. Mona Groban has been selling her trade marked brand of hand painted shoes since 1999. The painting process involves many steps to insure that the paint will not crack, chip, peel or bleed. All of our pigments are permanent and the painted surface is also coated with a clear acrylic sealer for shine and durability. Mona's hand painted shoes can be worn in all kinds of weather! Our hand painted shoes are fun to wear and feel good, too! Websites Walk a Mile in My Shoes http://www1.toronto.ca/wps/portal/contentonly?vgnextoid=dbef970ebb686410VgnVCM1000 0071d60f89RCRD&vgnextchannel=6d1b2271635af310VgnVCM10000071d60f89RCRD Incredible Art Department http://www.incredibleart.org/files/shoes.htm Altered Shoes: Tracing a Journey http://www.nelrc.org/managingstress/pdfs/lessons/Altered%20Shoes%20Lesson%20- %20Tracing%20a%20Journey%20-%20Balliro.pdf Artist’s Canvas Shoes Lesson Plan http://www.dickblick.com/lessonplans/artists-canvas-shoes/ All that is interesting http://all-that-is-interesting.com/fascinating-history-footwear Head Over Heels Name Themes Designs Creative Story Ideas Materials Visual Arts Lesson Plan Grade 4-12 Date(s) Time Lesson: Head Over Heels: Conceptualizing & Creating Your Shoes Media: Mixed Media Materials: All Types of Shoes Visual/Resources: Tempera, Acrylic paint, or Permanent Markers, Gesso or Internet Latex white paint |Paint brushes | Buckets for water | Egg PowerPoint carton for paints | Paper towels Photo examples Student examples Collage material | Glue | Glue gun | Buttons | Materials | Yarn | Glitter | Lace | Newspapers and magazines ESOL Strategies: Students will sit next to another student that speaks the same language and interpret. The teacher will demonstrate the lesson again to the ESOL student after the presentation to the class. Objective: The students will design a shoe to be used as a sculpture. Procedures: Day 1: The students will sketch a shoe from observation using pencils. Day 2: The student will add details using crayons, colored pencils, or other media. The students will write a creative story about their shoe. Day 3: The students will cover their shoes with Gesso. They will do another sketch on how they are going to design their shoe. They will write what materials they will need. Day 4: The students will paint their shoes. Day5: The students will collage their shoe. After paint and collage material are dry, gloss media can be applied to shoes. Vocabulary: Patterns, lines, shapes, abstract, realistic, Performance Assessment Non objective, Symmetrical, asymmetrical, X Observation of final product Primary colors, monochromatic, X Interview with student neutral colors, warm and cool colors X Group assessment (critique) two dimensional, three dimensional X Observation of process (student working) collage, theme, industrial art X Self-assessment by student x Journals A. theme for shoe design B. sketches C. teacher-generated assignments Sketchbook/Journal or Home Learning: The students will sketch shoes in sketchbook. Base Assessment The students will bring in shoes and collage Essay materials. Possible Themes Artists or famous people Literature & Mythology Music Social Issues Animal .
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