Clara Driscoll and The Tiffany Girls

LARGE FLORIFORM VASE, N.D.
Louis Comfort Tiffany (American, 1848–1933)
Gold favrile glass, 12 1/2 (height) x 5 1/2 in (diam.). Crocker Art Museum Purchase with funds provided by Pat Grant, 2013.76.

Objective

The 8th grade overarching standard calls for students to analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution including working conditions and labor movements.

Vocabulary

Designer: a person who plans the form, look, or workings of something before its being made or built, typically by drawing it in detail.

Fabricator: a person or company that produces a product, especially in an industrial process

Discussion

• What was the designer’s purpose in making this lamp?  Do you think that a lamp like this was used just for its function? Or does it represent more? Class? Distinction?

• Who do you think was buying this lamp? How do you think it was made?

• Do you think that Tiffany could design and create all of these independently?

• Do You Think That Clara Driscoll and the Tiffany Girls Could Afford a Lamp Like This?

Works like this were part of the Arts and Crafts Movement, which were well handcrafted, decorative art pieces.  Lamps were all hand made, Wisteria lamp has over 2,000 hand cut pieces, with copper foiling. Women worked in teams of two selecting and cutting the glass for each pattern. Though all designs are attributed to Tiffany, we can read through a few transcribed letters and see Clara’s ownership of designs as The DragonFly and Wisteria Shades.

Process

In pairs have students read through the letters of Clara Driscoll online. 

https://www.svreeland.com/tif-letters.html 

Once they have read first hand accounts and realize how she attributes the designs to herself, understands the financial and artistic success of the  contributions of her work. Teacher utilizes Artful thinking strategy: headline to have students create a newspaper headline with illustration or ad that speaks to these women’s contribution to the Louis Comfort Tiffany Company within the context of the era. Have students share their findings with the group via presentations or gallery walk with students leaving feedback on each project with post it notes.

Standards

HSS-8.12.5

Grade: 8

Course: United States History and Geography: Growth and Conflict, Grade 8

Overarching Standard:

HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.

Standard:

Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement).

Standard Identifier: HSS-8.12.6

Grade: 8

Course: United States History and Geography: Growth and Conflict, Grade 8

Overarching Standard:

HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.

 Standard:

Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.

Materials

• Writing materials