I thought for our unit on Sculpture this semester, instead of making another 40 hats, this time we would make GIANT FOOD!! Our theme for the Showcase Exhibition of student artwork, we have at school every year, has a Mad Hatter's Tea Party theme, and what's more appropriate than GIANT food? (well, I thought it

#Bigartday17 is tomorrow in Texas. We had a big art time making cakes and pie in 5th grade this past 9 weeks. It was fun, it was messy, but I overheard many time, "this is the best project ever!" My inspiration was the lesson that Rita Martin posted on the Art Teacher Facebook page last year. I ordered the claycrete from Amaco that she recommended from School Speciality at the end of last year when I had some money left in my school spending account. I ordered the large box and had some left over. I have 100 students. I introduced the lesson using Wayne Thiebaud paintings and this video. On day one the students research the pie or cake they wanted to make. They also had to cut out a template from a cereal box that they brought and tape it together. Use 3M tape, the cheap stuff didn't stay stuck. I made several templates but a few made their own. We also referenced this slide from the AOE You can play around with the templates. I may make them a tad smaller in the future. And that one kid that wants to be different....:) Some added the crust with extra cardboard too. On day two we did the paper pulp step with the claycrete . I mixed it with warm water outside my classroom before they came in. Since I don't have warm water in my room, I used a tea pot to warm the water. Old school art at its best! The claycrete needs to be mixed like meatloaf. We made patties with the paper and pressed the patty on the side of the form and then spread it out thin with one hand inside the form and the other pressing. Thin is the key. Some students used a craft stick to spread it too. They need a plate to work on also. This helped to contain the mess. I did have to wipe out the sinks, clean the door handles and pretty much hope the custodian came back the next day. All of this had to be done in one class period. I blocked out a week for this. I also did a smaller lesson with the same material with my following 2nd grade class to make clean up easier. This was from Cassie Stephens blog. I will post more on this later. On day 3 we painted a base coat of paint on the dessert. Mixing was fun! Don't look at the carpet in my classroom, yes carpet. We made: milk chocolate, dark chocolate, vanilla, white, strawberry, cheesecake, pumpkin pie etc. We used modge podge to add shine later. Most of the paints were crayola or prang temperas. I had some craft paints from home that I also added to the mix. Notice the caulk. We used it to add texture and hight. Day 4 was the topping or extras day. Beware....some kids started to derail here. Yikes! We had to revisit our plan and stay on course. I mixed up drizzle in squirt bottle, used puffy paint and made a mixture of glue and shaving cream to create topping. White model magic seem to be one of the most popular as well as marshmallows. Craft foam was also popular for cut out limes, lemons and chocolates. Yes, we used real sprinkles too! I found the doilies at the Target Dollar Spot. I started adding them to my display cases for open house and #bigartday17 which this past Friday. My third graders made clay cupcakes and 4th grade made donuts with clay. Check back next week for a post on how we made them. Yummy. I love how well the collaborative display came together today. The fifth graders also did the gum ball art that you see in the background. That lesson is found in this previous blog with the cupcakes. Enjoy! We sure did. I can't wait for the parents to see this tomorrow!

St Sébastien is probably the most depicted Saint. And the most depicted gay icon today. He is represented most of the times since the Renaissance as a young, slim, athletic, sensual, beautiful young man (even though during the first centuries he had another image, at least older). Maybe it is the reason he became a gay icon. Catedral de Se. Lisbon, Portugal. Photo by Brian McMorrow. Hundreds if not thousands of paintings, drawings, mosaics, engravings can be seen from St Sébastien. Sculptures from known artists are less numerous, but still we will present a few of them in this post, together with old paintings. Another post will present selected contemporary paintings, photographs, etc.  St Sébastian sculpture designed by Bernini but sculpted by Antonio Giorgetti - Catacombe Roma Italy. According to the legend, or historical data, Sebastian was captain of the Praetorian guard, and a Christian. By converting some Romans, the Emperor Diocletien condemned him to be executed by arrows. Reportedly, the archers aimed to miss his heart as he was a very respected commander. So Sebastien survived temporarily. But Diocletien sentenced him again to death, by being broken on a wheel. Sculpture by Claude Dejoux - 18th century - Louvre Museum - Paris, France During the Renaissance, Sebastien was often represented tied to a post or tree and shot with arrows. Therefore he became the Patron Saint of archers, and later on, with the changes brought by artists making him quite erotic, he became also, unofficially, the Patron Saint of gays, or at least of youth and male beauty. Sculpture by Nicolas Blasset - 1635 - Amiens Cathedral - France From that time, Sebastian was often portrayed with a naked twisted youth body and a small loincloth. He looks like in (religious) ecstasy, penetrated by arrows. A very homoerotic icon. St Sébastien marble sculpture - St Michael's Church - Gent, Belgium. As we focus on sculptures, we will only show a selection of some examples of other media in the next posts. We suggest you look at the list of sources : some of them compiled an impressive quantity of St Sébastien art representations.  Marble sculpture by Gian Lorenzo Bernini (1598-1680) - Museo Thyssen-Bornemisza. Madrid, Spain Catedral de Se - San Paolo, Brazil. Picture by Brian McMorrow Adam Lenckhardt - Ivory - c.1642 Liechtenstein Museum, Vienna (Austria). Sources: lA CHAIR ET LA FLECHE - Le regard homosexuel sur saint Sébastien tel qu'il etait representé en Italie autour de 1500. http://semgai.free.fr/doc_et_pdf/pdf_these_articles_externes/ressouni.PDF  http://evolutionsaintsebastien.wordpress.com/2012/04/10/saint-sebastien-et-la-communaute-homosexuelle-origines-appropriations-contestations/ http://saintsebastien.wordpress.com/2012/03/12/saint-sebastien-son-histoire-ses-differentes-representations/ http://gayartworkilove.blogspot.com/2007/11/saint-sebastian-homoerotic-patron-of.html http://www.independent.co.uk/arts-entertainment/art/features/arrows-of-desire-how-did-st-sebastian-become-an-enduring-homoerotic-icon-779388.html

Before reading this post, click here for a complete list of art supplies that you can use to create your own fantastic dessert sculptures (and links for ordering them). Our food art unit started two months ago when my students learned the geometry inherent in drawing cake slices, doughnuts and ice cream. Using my You Tube tutorials they were able to create a backdrop of paintings for a classroom bakery art instillation. Initially my middle school students created flat looking paintings with no sense of three-dimensional form. They were dissatisfied with their attempts and requested instruction to improve their work. At the beginning of the semester I had asked them to write down the things they wanted to learn in art class. Student after student wrote; "I want to learn how to make my drawings look more realistic." Or "I want to learn how to make my drawings look three-dimensional." I decided to give my classes a pretest to see what they already knew about how to draw realistically and realized this was indeed an area of need. Student artwork, prior to instruction As you can see from the photograph above, their paintings initially looked very flat. I asked students to write their names on the back of their paintings instead of the front and deliberately hung up artwork from another age group in each class so that we could focus on improving the work without worrying about anyone feeling singled out. I drew a sample ice cream cone on the board and we compared my work to theirs. I asked the class to identify specific techniques that I used to make my artwork look more three dimensional and wrote down their ideas on the board. Walking around the room and tilting a roll of masking tape, I demonstrated that a circle, seen from the side, will appear elliptical. This is called foreshortening. After listening to my students and determining their academic needs, I developed the You Tube tutorials below: The doughnuts in this backdrop were painted with tempera paint. Shadows were added using a soft pencil and blended with a transparent watercolor wash. Once our drawings and paintings were done, my 5th graders began creating doughnut and ice cream cone sculptures, my 6th graders constructed unique ice cream sundaes and my 7th and 8th graders began to design unique cake slices. Early finishers got to experiment with cookie designs. Once everyone was done with their sculptures we spent an additional two days on cookie making while students worked in small groups to plan their imaginary bakery businesses. Each student was able to work at their own pace and explore the wonderful world of fake food art. For complex multi-step lessons, I often create tutorials on my iPhone and edit them up using the iMovie app. This allows early finishers to work ahead, new student to catch up and anyone with questions to review what they missed. You can see the process videos I created for this project on my You Tube Channel. Once we were done with the project, I created several videos that showed the sculpture process from start to finish. Here is the finished cake slice tutorial: and here is the ice cream and doughnut tutorial: We used this pattern to create our cake armatures from cereal box cardboard After taping together the cardboard, we wrapped the assembled cake slice in tinfoil and covered it with a layer of plaster craft bandages. We then began to add our "icing". After some experimentation, I developed the perfect icing recipe. A friend of mine suggested sculpting with joint compound (Spackle). However we found that it took too long to dry and tended to crack when applied too thickly. Below is my 'perfect cake icing recipe'. We used joint compound, mixed with white latex semi-gloss primer (found in the house paint section of Home Depot or here) and wood glue. Warning: plaster dust is toxic to breathe. We were able to completely avoid all dust by doing a damp sponge clean up after each class, covering our tables with newspaper (and throwing it away at the end of each class) and damp mopping our floor at the end of each day. Handling plaster can also dry the skin. My students used plastic putty knives to spread the frosting (available in packs of five in varying sizes at most dollar stores). I also had disposable gloves available (although most students disliked using them). I never sand plaster with middle school students. THE 'FROSTING' RECIPE DAP joint compound Cover with latex semi-gloss white primer (normal white acrylic paint works well too) Add a few squirts of white wood glue. Stir completely. The mixture above is too thick. Notice it's dry appearance. If the mixture is too thick, add more latex paint. The final mixture should be smooth and creamy like real frosting. When sculpted it should hold it's shape. The above mixture is just right. Notice it's glossy appearance and whipped peaks. We sculpted details using Crayola Model Magic and attached them using low temperature hot glue once the the frosting was dry. Initially, we piped frosting by squeezing it out of the snipped corner of a zip lock bag. Later we discovered that we could create more interesting designs by inserting frosting tips through the hole in the bag first. Here is what our cakes looked like at the end of day 2: The center cake, pictured above, before being painted. Pictured below, after being painted. Grade 8. Cakes by 7th graders on display in our classroom Cake by a 7th grade girl For our culminating activity students will create posters to pitch their imaginary bakery business and new products to investors in a mock episode of 'shark tank'. As students completed their sculptures, I showed the class the video below so they could plan ahead for their sales pitches and posters, while creating some delicious looking cookies: Shark Tank Worksheet Here are some photographs of their finished artwork: Below are the sample tie dye cookies I created in the video: Before my students started on their posters, I showed them a clip from the TV show 'Shark Tank' in which a real baker pitches her business. I skipped through, just showing them the highlights, before asking them to turn to each other and use colorful language to describe and 'sell' their creations: A note about our classroom culture over the course of the semester: Many students got into the habit of watching my You Tube videos at home and arrived at class brimming with ideas. They knew where all the supplies were, so when they entered the classroom they grabbed what they needed and got right to work. I teach in a predominantly Hispanic community where creating delicious and beautiful food is an integral part of the local culture. We discussed how desserts, particularly cakes, are used to mark important occasions, from marriages to birthdays. It was something everyone could relate to. Who doesn't love being given complete freedom to mix paint and concoct unique flavors? About halfway through the drawing and painting process, I did introduce my students to the art of Wayne Thiebaud, mainly because I wanted to expose them to his use of color and light. As I clicked through the slides, I asked the class to discuss with each other as they were painting, the hue of his shadows (often cool colors instead of gray) and how sparingly he used black. I also pointed out his impasto textures and visible brush strokes designed to emphasize form and volume. It was a casual "Here is one artist who paints food, let's look at the techniques he uses." mini lesson. I often deliberately avoid flooding the class in the beginning of a unit with too many 'famous artist" images because I want them to draw on their own experiences first. The technique of briefly showing students something new and suggesting a discussion topic to explore further during independent studio time inspires idea sharing and transforms the student's role from passive learner to artist ("How would you use this technique in your own art?" Instead of "Let's all copy the same way.") When the class finally does see the art others have created, after starting their own projects, they are more likely to view the work with the mindset of harnessing information for their own purposes rather than simply copying. This teaching method trains the mind to view art like artists do. The approach now becomes "Here's a technique I can use to make my OWN message come across more clearly." It gets kids away from the habit of copying and instead inspires the higher order thinking skills of observing, interpreting and creating. While drawing what we see is a necessary first step in the creative process (what artist doesn't have fond childhood memories of copying cartoons?), I wanted my students to train themselves to use observation as a jumping off point to becoming inventors and innovators. My students were fascinated by the idea of creating fake food that was so convincing that it looked 'good enough to eat'. Both the doughnuts and cakes fooled people into thinking they were real. The ice cream sundaes on the other hand had a fun, cartoon quality (they reminded everyone of 'The Flintstones'). We all got hungry looking at them and imagining how the flavors would taste. The kids couldn't wait to bring them home. Special thanks to the following educators: Nicki Newton who first suggested I try sculpting with joint compound Rita Belliveau Martin and Christina Sessums for giving me the idea of using both tempera and acrylic paint to create matte and glossy finishes in different parts of a sculpture. Esther Kamenetsky for doing ice cream sundaes with the kids at Camp Horizons at the table next to me for many years. Eric Gibbons for teaching me to cover cardboard armatures with tin foil to prevent distortion and collapse.

Before reading this post, click here for a complete list of art supplies that you can use to create your own fantastic dessert sculptures (and links for ordering them). Our food art unit started two months ago when my students learned the geometry inherent in drawing cake slices, doughnuts and ice cream. Using my You Tube tutorials they were able to create a backdrop of paintings for a classroom bakery art instillation. Initially my middle school students created flat looking paintings with no sense of three-dimensional form. They were dissatisfied with their attempts and requested instruction to improve their work. At the beginning of the semester I had asked them to write down the things they wanted to learn in art class. Student after student wrote; "I want to learn how to make my drawings look more realistic." Or "I want to learn how to make my drawings look three-dimensional." I decided to give my classes a pretest to see what they already knew about how to draw realistically and realized this was indeed an area of need. Student artwork, prior to instruction As you can see from the photograph above, their paintings initially looked very flat. I asked students to write their names on the back of their paintings instead of the front and deliberately hung up artwork from another age group in each class so that we could focus on improving the work without worrying about anyone feeling singled out. I drew a sample ice cream cone on the board and we compared my work to theirs. I asked the class to identify specific techniques that I used to make my artwork look more three dimensional and wrote down their ideas on the board. Walking around the room and tilting a roll of masking tape, I demonstrated that a circle, seen from the side, will appear elliptical. This is called foreshortening. After listening to my students and determining their academic needs, I developed the You Tube tutorials below: The doughnuts in this backdrop were painted with tempera paint. Shadows were added using a soft pencil and blended with a transparent watercolor wash. Once our drawings and paintings were done, my 5th graders began creating doughnut and ice cream cone sculptures, my 6th graders constructed unique ice cream sundaes and my 7th and 8th graders began to design unique cake slices. Early finishers got to experiment with cookie designs. Once everyone was done with their sculptures we spent an additional two days on cookie making while students worked in small groups to plan their imaginary bakery businesses. Each student was able to work at their own pace and explore the wonderful world of fake food art. For complex multi-step lessons, I often create tutorials on my iPhone and edit them up using the iMovie app. This allows early finishers to work ahead, new student to catch up and anyone with questions to review what they missed. You can see the process videos I created for this project on my You Tube Channel. Once we were done with the project, I created several videos that showed the sculpture process from start to finish. Here is the finished cake slice tutorial: and here is the ice cream and doughnut tutorial: We used this pattern to create our cake armatures from cereal box cardboard After taping together the cardboard, we wrapped the assembled cake slice in tinfoil and covered it with a layer of plaster craft bandages. We then began to add our "icing". After some experimentation, I developed the perfect icing recipe. A friend of mine suggested sculpting with joint compound (Spackle). However we found that it took too long to dry and tended to crack when applied too thickly. Below is my 'perfect cake icing recipe'. We used joint compound, mixed with white latex semi-gloss primer (found in the house paint section of Home Depot or here) and wood glue. Warning: plaster dust is toxic to breathe. We were able to completely avoid all dust by doing a damp sponge clean up after each class, covering our tables with newspaper (and throwing it away at the end of each class) and damp mopping our floor at the end of each day. Handling plaster can also dry the skin. My students used plastic putty knives to spread the frosting (available in packs of five in varying sizes at most dollar stores). I also had disposable gloves available (although most students disliked using them). I never sand plaster with middle school students. THE 'FROSTING' RECIPE DAP joint compound Cover with latex semi-gloss white primer (normal white acrylic paint works well too) Add a few squirts of white wood glue. Stir completely. The mixture above is too thick. Notice it's dry appearance. If the mixture is too thick, add more latex paint. The final mixture should be smooth and creamy like real frosting. When sculpted it should hold it's shape. The above mixture is just right. Notice it's glossy appearance and whipped peaks. We sculpted details using Crayola Model Magic and attached them using low temperature hot glue once the the frosting was dry. Initially, we piped frosting by squeezing it out of the snipped corner of a zip lock bag. Later we discovered that we could create more interesting designs by inserting frosting tips through the hole in the bag first. Here is what our cakes looked like at the end of day 2: The center cake, pictured above, before being painted. Pictured below, after being painted. Grade 8. Cakes by 7th graders on display in our classroom Cake by a 7th grade girl For our culminating activity students will create posters to pitch their imaginary bakery business and new products to investors in a mock episode of 'shark tank'. As students completed their sculptures, I showed the class the video below so they could plan ahead for their sales pitches and posters, while creating some delicious looking cookies: Shark Tank Worksheet Here are some photographs of their finished artwork: Below are the sample tie dye cookies I created in the video: Before my students started on their posters, I showed them a clip from the TV show 'Shark Tank' in which a real baker pitches her business. I skipped through, just showing them the highlights, before asking them to turn to each other and use colorful language to describe and 'sell' their creations: A note about our classroom culture over the course of the semester: Many students got into the habit of watching my You Tube videos at home and arrived at class brimming with ideas. They knew where all the supplies were, so when they entered the classroom they grabbed what they needed and got right to work. I teach in a predominantly Hispanic community where creating delicious and beautiful food is an integral part of the local culture. We discussed how desserts, particularly cakes, are used to mark important occasions, from marriages to birthdays. It was something everyone could relate to. Who doesn't love being given complete freedom to mix paint and concoct unique flavors? About halfway through the drawing and painting process, I did introduce my students to the art of Wayne Thiebaud, mainly because I wanted to expose them to his use of color and light. As I clicked through the slides, I asked the class to discuss with each other as they were painting, the hue of his shadows (often cool colors instead of gray) and how sparingly he used black. I also pointed out his impasto textures and visible brush strokes designed to emphasize form and volume. It was a casual "Here is one artist who paints food, let's look at the techniques he uses." mini lesson. I often deliberately avoid flooding the class in the beginning of a unit with too many 'famous artist" images because I want them to draw on their own experiences first. The technique of briefly showing students something new and suggesting a discussion topic to explore further during independent studio time inspires idea sharing and transforms the student's role from passive learner to artist ("How would you use this technique in your own art?" Instead of "Let's all copy the same way.") When the class finally does see the art others have created, after starting their own projects, they are more likely to view the work with the mindset of harnessing information for their own purposes rather than simply copying. This teaching method trains the mind to view art like artists do. The approach now becomes "Here's a technique I can use to make my OWN message come across more clearly." It gets kids away from the habit of copying and instead inspires the higher order thinking skills of observing, interpreting and creating. While drawing what we see is a necessary first step in the creative process (what artist doesn't have fond childhood memories of copying cartoons?), I wanted my students to train themselves to use observation as a jumping off point to becoming inventors and innovators. My students were fascinated by the idea of creating fake food that was so convincing that it looked 'good enough to eat'. Both the doughnuts and cakes fooled people into thinking they were real. The ice cream sundaes on the other hand had a fun, cartoon quality (they reminded everyone of 'The Flintstones'). We all got hungry looking at them and imagining how the flavors would taste. The kids couldn't wait to bring them home. Special thanks to the following educators: Nicki Newton who first suggested I try sculpting with joint compound Rita Belliveau Martin and Christina Sessums for giving me the idea of using both tempera and acrylic paint to create matte and glossy finishes in different parts of a sculpture. Esther Kamenetsky for doing ice cream sundaes with the kids at Camp Horizons at the table next to me for many years. Eric Gibbons for teaching me to cover cardboard armatures with tin foil to prevent distortion and collapse.

From her studio in Lyon, Mlle Hipolyte scores, crimps, and fringes bits of paper that become sculptural interpretations of endangered species. She undertakes a rigorous research process that’s comparable to that of a botanist or zoologist before starting a piece and largely is concerned with the effects of the climate crisis on plants and animals. This realistic approach bases her practice in both preservation and celebration as she conveys the intricacies and natural beauty of coral reefs, flowers, and birds through works that vary in scale, sometimes spanning entire walls and others squeezing into tiny glass tubes. More

Custom made 3d sculpt Busts for cake decorations Handcrafted 3D cake toppers, perfect for adding a unique touch to any celebration.Customizable to fit any theme, occasion, or personal preference. Details:Materials: High-quality, Non-Toxic materials are used to ensure safety and durability.Size & Design: Offer a range of sizes. Designs can be as intricate or as simple as desired.Customization: Ability to incorporate personal details into the design.We do Image to 3d Sculpts that can be used as cake Toppers. How to Order:Select the size and basic color outline.Provide 4-5 Images with side profilesReceive a Digital sculpt for approval before the final 3D Printing & and Priming begins. Production Time:Please allow 5-6 weeks for the creation and shipping of your custom 3D cake topper. Shipping:Carefully packaged to ensure it arrives in perfect condition.Express shipping options are available upon request. Additional Information:Each piece is uniquely 3D printed and handpainted, so slight variations from the images shown are expected and add to the charm of the item. If you have any special requests or questions, please don’t hesitate to contact me.

Louise Nevelson er endnu en af de udenlandske kunstnere, som har fanget min opmærksomhed. Hendes evne til at samle brugt træ til monokrome skulpturer er i mine øjne fascinerende. Louise Nevelson formåede på en og samme gang at omdanne simple genbrugsmaterialer til skulpturer med en tydelig komposition. I denne lille film fra YouTube kan I se nogle af hendes værker: Film om Louise Nevelsons værker Således har hendes værker givet mig inspiration til dette forløb, som jeg har forberedt til eleverne på Hinnerup Billedskole. Mit fokus i forløbet I forløbet er mit fokus farvelære - det monokrome farvevalg og komposition - den geometriske komposition. Min forberedelse til forløbet - den konkrete billedfremstilling. Det første, jeg starter med, er at klippe forskellige geometriske former ud af genbrugspap, og jeg skaber varierede overflader ved at vælge pap med forskellige overflader, men også ved at rive lidt overflade af pappet. Herefter laver jeg en monokrom farveblanding. Jeg har valgt en rød farve til formålet, og jeg blander fem forskellige nuancer af den røde farve. Det næste, jeg gør, er at male de udklippede papstykker med de seks forskellige røde nuancer og til sidst "bygger" jeg min skulptur a la Louise Nevelson. De enkelte papstykker limes sammen med varmlim. Anvendte materialer: Pap/bølgepap. Akrylmaling. Skulpturerne, som børnene fra Hinnerup Billedskole har lavet, kan I se her: Skulpturer a la Louise Nevelson - Lavet af børn fra Hinnerup Billedskole

Award winning sculptor Nick Mackman shows her latest animal sculpture commission for clients in the USA, a mother and child group of armadillo sculptures.

I found this template on Big Foot and Pickle website. Scroll down for examples of the finished product. In order for all the pieces to fit together, you need to make sure that you stretch the pattern to a full 8.5x11 sheet of paper. You will need 12 pieces total. Good luck! Contact me when you've completed one and I will add it here for others to see!

Mini dog can be added to any of our wedding cake toppers. With or without a leash. Now available in the running position with a wire base to hold it above the ground. Please specify approx. size and breed in Message to Seller when you purchase or send photo of your dog in an email to: heatherboyd [!at] sympatico.ca. Please note that all designs in my Etsy shop are copyright-protected. Please inquire about selling designs from my YouTube tutorials.

This Portuguese orange cake is moist and fragrant, with the most alluring bright orange flavour.

nectarine, oeuf, beurre, sucre, farine, sucre vanillé, levure, lait, rhum

#Bigartday17 is tomorrow in Texas. We had a big art time making cakes and pie in 5th grade this past 9 weeks. It was fun, it was messy,...

This is a real treat of a recipe that brings me back to my childhood. A sandwich cake is a savoury cake often served at birthdays and festivities here in Sweden.

Twig Vases by VW+BS This stylish vase is created by Voon Wong And Benson Saw @ VW+BS, a London based multidisciplinary design practice. Why am I today in a mood for flowers, you might be wondering! I just need this flowery calm minimal visual delight! First it was my pc and then dengue's false alarm

Explore SokDu's 202 photos on Flickr!

Gregg Segal's "Daily Bread" project examines the diet of kids around the world and the globalization of nutrition.

Item specificsCondition

Use this light and fluffy Swiss meringue to top cakes, cupcakes, and meringue pies, or bake it on its own to make crunchy meringues.

About The Artwork UNIQUE EDITION ChromaLuxe HD Metal Print Astonishing brilliance Printed on ultra-thin aluminum Even suitable for outdoor areas and bathrooms ☑ HIGH QUALITY ARTIST GRADE COLORS AND MEDIUMS ARE USED. ☑ SHIPPED READY TO HANG ☑ Along with the Artwork, will be shipped the certificate of authenticity Original Created:2024 Subjects:Abstract Materials:Aluminum Styles:AbstractAbstract ExpressionismArt DecoModernismMinimalism Mediums:Color Details & Dimensions Sculpture:Color on Aluminum Original:One-of-a-kind Artwork Size:29.5 W x 39.4 H x 0.8 D in Frame:Not Framed Ready to Hang:Yes Packaging:Ships in a Box Shipping & Returns Delivery Time:Typically 5-7 business days for domestic shipments, 10-14 business days for international shipments. Handling:Ships in a box. Artists are responsible for packaging and adhering to Saatchi Art’s packaging guidelines. Ships From:Slovakia. Customs:Shipments from Slovakia may experience delays due to country's regulations for exporting valuable artworks. Have additional questions? Please visit our help section or contact us.