ArtNC

1. Introduce Rigaud’s portrait of Louis XV to students. Begin a discussion about the ways art communicates information visually using the portrait as an example of a persuasive tool and the text for the Art of Communication topic [see below]. Discuss:

• What does this portrait tell you about this person? (social status, age)
• How is he dressed?
• Why was the portrait made? (to commemorate the succession of a new king)
• What can we learn just from looking at this painting?
• Have students write their initial impressions of the painting in their writing journals after the discussion.

2. Provide students with the handout on 18th-century France and attitudes toward Louis XIV and Louis XV. Students may attempt additional research, but the handout includes information that may be difficult to find online or in general encyclopedias. Ask students to consider the portrait from the point of view of an 18th-century French person based on the information in the handout. Consider:

• What would this person think of Louis XIV and his reign?
• What is their opinion of the regent, Philippe, duc d’Orléans?
• How would you feel about the future of your country with a five-year-old king?
• How does this portrait persuade them to regard the king?

3. Inform students that outside of official court portraits, French citizens also saw the king’s portrait on a propaganda pamphlet published by supporters or detractors. Ask students to visualize what the portrait would look like, based on the point of view of the person publishing the pamphlet. How would a noble person make the king look? How would an anti-royalist depict the king? Have students respond in their writing journals.

4. Have students get in small groups of three to four to create a propaganda pamphlet about the new king from one of the following perspectives: natural (illegitimate, but recognized) child of Louis XIV; Philippe, duc d’Orléans; or a French anti-royalist. Before writing, have students bring in examples of modern documents with rhetorical language, such as newspaper editorials, campaign endorsements, advertisements, and real estate pamphlets. In their groups, ask students to determine frequent characteristics that appear in these texts, such as word choice, verb tense, subject (first, second, or third person). As a group, determine:

• How is this text an example of propaganda?
• What is the topic of the text?
• What is the purpose of this text?
• Whose point of view does it represent?
• How do the writers use language to make a case or persuade readers? How do factors such as word choice, verb tense, and tone influence the reader?

5. Using the informational handout and language analysis of rhetorical texts, have students write text for a propaganda pamphlet from their chosen point of view as a group. Instruct them to:

• Select appropriate information from the handout to provide relevant and clear reasons to support their point of view.
• Use style, tone, and rhetorical strategies to present a case.

6. Once students have written and revised their text, ask them to create a portrait of Louis XV; Louis XIV; or Philippe, duc d’Orléans to accompany their texts. Remind them of the discussion about visualizing a portrait from a specific point of view from Step 3. Have students strategize and complete a design for the pamphlet that uses the text and image effectively.

7. Have the groups reproduce their pamphlets for the class. Discuss the different strategies groups used to communicate their assigned point of view. Have students reflect in their writing journal on the process of creating an argument. Consider: How did your point of view come across in the pamphlet? How persuasive was your argument? What parts of your argument worked well? What could have worked better? What would you change about your argument after seeing the efforts of the other groups? How did your portrait contribute to your argument?