Pastry Case Revisited

Alexis Boylan defines visual culture as the “visual that surrounds us every day,” (Visual Culture, MIT Press, 2020).

I developed this lesson because I wanted an engaging way to introduce my students to visual culture. I decided to connect this lesson to the creative treats of Claes Oldenburg after noticing that food art was showing up in sitcoms, cooking programs, and commercials. I also served up another work of art that students found even more enticing…

A Slice of Cake
The celebrated chef Thomas Keller reportedly remarked, “A recipe has no soul. You, as the cook, must bring soul to the recipe.” In the same vein, I felt that I needed to bring some soul to this lesson by bringing to the table an excellent example of culinary art to inspire the class.

You see, I have a slice of cake with a story. It’s a chocolate cake with luscious white icing and one of those holiday candied cherries on top. Tempted? Don’t be—it isn’t edible! It was made by Mississippi-born artist and University of Memphis art professor emeritus Greely Myatt. Greely is internationally recognized for his sculptures and installations constructed from recovered objects.

Back in 2007, when I left the K–12 art room to teach art education at the University of Memphis, I was fooled by seeing a slice of Greely’s cake in the hands of a colleague. They had a difficult time convincing me it was made from plywood. Greely himself was gracious enough to give me one of the “leftover” slices.

Confection Connection
When I returned to the middle-school art room, I developed a seventh-grade lesson that focused on Oldenburg’s Pastry Case I and wowed students by bringing in Greely’s cake slice to double the inspiration. I then told them the story of the cake as we compared it to Pastry Case I.

Next, students chose a food item they wished to construct. They researched and printed out an image of the actual food item or used their own photos for reference. This allowed them to infuse more realism into their subject.

Preparation and Construction
I demonstrated making an armature for a sculpture by using scrap cardboard and masking tape, but I also discussed how using wadded paper, foil, and balloons also works. Next, I showed students the papier-mâché process using newspaper strips and one part flour to two parts water for paste. I advised them to place at least three layers of papier-mâché over the armature and allow each layer to dry before adding another.

Before students began construction, they tore newspaper into strips and placed these pieces in labeled plastic bags for easy access. After their creations dried thoroughly, they sanded them to smooth any rough spots before covering them with gesso. The food items ranged from sushi to chocolate cheesecake, and even included “farm-fresh” produce.

Garnishments
Students incorporated other materials to add to make their creations look more realistic. Yellow felt covered in a triple-thick glaze was used for the cheese between two slices of papier-mâché bread in a grilled cheese sandwich; donuts were topped with real candy sprinkles; and sushi was embellished with actual rice. Whipped cream topping for milkshakes was made by spraying foam insulation, and caulking adhesive was used as a filler for plaster of Paris cake decorations. For some of these embellishments, I brought in actual pastry bags and demonstrated cake decorating techniques.

Presentation
After the faux foods were complete, students considered how to present them. Some students brought dishes and other props from home. Others asked me to bring in items. One student suggested that I ask a local pancake house for one of their plates for her pancakes. The manager donated it graciously and threw in a menu! Another student visited her favorite sushi bar to grab a take-out tray.

Next, students decided how the sculptures would be exhibited in the art display case located in the middle-school lobby. We made signs that included a photo of Oldenburg’s Pastry Case I, so viewers could see the inspiration behind the lesson. Students also wrote a brief history of their food items and included them on display cards.

Our display happened to be located across the hall from the cafeteria, so it drew lots of attention from passersby. “The proof is in the pudding,” as they say. Evidence was left daily in the form of little fingerprints on the glass of the display case that seemed to say, “I’d like one of each, please!”