Hedonist art, is art that brings pleasure - based on your initial reaction. Since pleasure is a very personal thing, this art theory is also personal and can be seen differently from person to person
INTEGRATED LESSON PLAN
Lesson Plan: Hedonist Theory and Habitats/Environments—4th/5th Grade
By Kimberly Brown
Exploration: Explore the Hedonist theory as well as Habitats/Environments.
Objectives:
(1) Skills: the student will use collage techniques to create a picture of an environment that would be familiar and pleasing to an animal of their choosing.
(2) Cognition: the student will gain a basic understanding of the hedonist theory, various habitats, and how the concept of belonging ties them together
(3) Affects: the student will explore what is pleasing to them about different art and different surroundings
Time Needed: 60 minutes
State Standards:
4TH GRADE
Standard 5
Students will understand the physical characteristics of Utah's wetlands, forests, and deserts and identify common organisms for each environment.
a. Identify common plants and animals that inhabit Utah's forests, wetlands, and deserts.
b. Cite examples of physical features that allow particular plants and animals to live in specific environments (e.g., duck has webbed feet, cactus has waxy coating).
Standard 3
The student will choose and evaluate artistic subject matter, themes, symbols, ideas, meanings, and purposes.
Objective 1
Explore possible content in art prints or works of art.
a. Examine the overall value key of significant works of art and relate the key of each work to a mood.
5TH GRADE
Standard 3
(Expressing): The student will choose and evaluate artistic subject matter, themes, symbols, ideas, meanings, and purposes.
Objective 2 Discuss, evaluate, and choose symbols, ideas, subject matter, meanings, and purposes for students ' own artworks.
• Use a personal experience as inspiration to create a work of art.
• Convey an idea, such as pride or love of one's family, through a work of art.
National Standards:
4TH GRADE
NS.K-4.3 Life Science:
As a result of activities in grades K-4, all students should develop understanding of
• Organisms and environments
NA-VA.K-4.5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
Achievement Standard:
• Students understand there are various purposes for creating works of visual art
• Students describe how people's experiences influence the development of specific artworks
• Students understand there are different responses to specific artworks
5TH GRADE
NA-VA.5-8.5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.
Achievement Standard:
• Students compare multiple purposes for creating works of art
• Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
NS.5-8.3 Life Science:
As a result of their activities in grades 5-8, all students should develop understanding
• Populations and ecosystems
Lesson Sequence:
a. Introduction:
i. Spread art books of artwork among the class. Let the students decide what art works make them happy and bring them pleasure (See Assessment #3) and share with their groups.
b. Presentation:
i. Discuss Hedonist Theory
1. What it means—Art should bring pleasure
a. Hallmarks of Hedonist Art
2. Rococo, 18th century French Style
a. Frivolous and dainty and curly
b. Interior Design—form
c. Paintings—themes and style
3. How people find different art pleasing
a. Point to introduction activity
b. Have the students decide if the art lives up to the hedonist theory , “Good or Bad, Happy or Sad?” Game
c. Artist that usually brings me pleasure—familiar, Rockwell
d. Share what I’ve discovered from asking people
e. Share whys—Introduce local artist that has art that brings me pleasure, John Hughes
ii. Transition:
1. Where do you Belong? Ask students if art that brings them pleasure sometimes has a relationship to a familiar place.
iii. Discuss Habitats:
1. What is a habitat—The environment around an animal, where it lives
2. Types of habitats (can be adapted to fit state standards, i.e. Utah habitats or world’s biomes)
a. For Utah:
i. Wetlands
ii. Forest
iii. Desert
b. Questions for each habitat
i. What animals live there?
ii. Why does that animal lives there and not somewhere else?
c. Project/ Demonstration:
i. Prompt: “You are an animal from one of the habitats we studied. Create an artwork that would bring you pleasure because it reminds you of home.” (Show Madagascar clip)
ii. Collage type: water color washed background with torn water color on top
iii. Materials:
1. Glue (sticks)
2. Water colors
3. Crayons (optional)
4. “Canvas” Paper and collage paper, 2 sheets of water color paper/per student
***No Scissors Needed***
iv. Demonstration: Review how to wash with water colors. Show the students that simple shapes can be made either by painting them or tearing painted water color paper, giving a textured and interesting look.
d. Work Time: 20-30 minutes
e. Clean Up and Management:
i. Plan on about 5 minutes for clean up (throwing away scraps and putting materials away.
f. Closure:
i. After everything is cleaned up, have the students sit in groups with their collages.
ii. Small group discussion: What animal they would they be, why their animal would find their collage pleasing, and how the collage reflects the animal’s natural environment (see assessment #1).
iii. Class discussion or Personal Prompt (depending on time): discuss or answer personally the following questions. “What is your habitat? Where do you feel you belong? When you see things that remind you of that place, what do you feel? Would you say that art that reminds you of where you belong is hedonistic art? Why or why not?” (see assessment #2)
Assessment:
1) They will also orally share in small groups why their animal would find their collage pleasing and how the collage reflects the animal’s natural environment.
2) They will answer in a short paragraph the following prompt: “What is your habitat? Where do you feel you belong? When you see things that remind you of that place, what do you feel? Would you say that art that reminds you of where you belong is hedonistic? Why or why not?”
3) Students will select art that is pleasing to them, and share why they find it pleasing orally in small groups.
Additional Prompts:
• Start a collection of things that are pleasing to you in a book (You can include art, quotes, photos, and notes, etc). Keep it handy for those times you just need something pleasing to lift you up.
• How would you make a collage of the same biome differently if you were making it from the perspective of a large animal than from the perspective of a small animal?
• What different media, styles, or techniques would you use for each habitats?
• All the habitats have things that may seem negative as well as positive to different people (extreme temperatures, little water, frightening creatures, etc.). Can the whole truth of a place be revealed in an artwork that is always pleasing? What are other problems can you see with using the Hedonistic theory as a basis for art?
Reflections:
Lessons work best when you have some flexibility in the direction you want to go. When I started studying the Hedonist Theory, I was planning on doing an entirely different lesson, but the more I learned, the more natural this direction came. After I went over standards, I just made a few adaptations in presentation to fit, and it still feels natural. Having a big idea concept helps me feel the purpose of my lesson, and see that it is deeper than just an art theory or a science lesson, but a personal connection for each student. I will be better at finding the overarching concepts that create connections for students for all my future lesson plans.
Resources and references:
Standards
http://www.education-world.com/standards/
Hedonism
http://en.wikipedia.org/wiki/Hedonism
http://www.johnhughesstudio.com/index.htm
http://en.wikipedia.org/wiki/Rococo
Habitats
http://www.surweb.org/ls/ls_view.asp?lsid=2155 http://www.emints.org/ethemes/resources/S00001667.shtml
http://www.surweb.org/ls/ls_view.asp?lsid=2100
http://extension.usu.edu/forestry/Reading/Assets/PDFDocs/NR_FF/NRFF...
http://www.usoe.k12.ut.us/curr/science/core/4th/4thSciber/4th/envir...
http://wildlife.utah.gov/projectwild/magazine/life_zones.pdf
Project Ideas
http://www.artprojectsforkids.org/ Share
- Attachments:
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Hedonist Theory.ppt, 14.3 MB -
Hedonist-Belonging.docx, 26 KB
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This is my beta fish habitat. Notice the mirror to satisfy his vanity.
My Thoughts:
This is a great lesson plan. I love the tie with habitats, and habitats are a fun thing to study! I really wouldn't make any variations to this lesson. I would make sure that we had already been discussing habitats and maybe make this a culminating project.
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