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/
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Reply by Nancy
I like how this lesson can really be personal to everyone. If I were to teach this in my class, I would definitely make sure that all of the kids understand that they should do whatever they feel makes them happy so that everyone's projects are different but just a meaningful for themselves. We could really use this lesson for anything... rather than the place that makes us happy or makes a particular animal happy, we could have them create any other thing that makes them happy or gives them a good feeling. Great JOb!
Reply by Ellen Funch
This theory got me thinking alot. The discussion we had in class was helpful to me because alot of times, I feel like life should be really happy but there are times when it definitely is not! It was interesting talking about all of the artists in class that think that art should only portray pleasure. I think this is true in alot of ways, but if we were happy ALL the time, we would become numb to that eventually because we would not have any sadness to compare the happy times to. I think it would be a good time to talk to our classes about our home lives. Sometimes things at home are really great, and sometimes they are not the most ideal situation. The important thing is to find something that makes each one of us happy. I would not really change anything about this lesson plan but maybe add Brooke's idea about creating a completely new habitat where kids could use their imagination to make everything up. I think it would be a good idea for the kids to draw or paint or use whatever medium to show this scene and then write about it in their journals. I was also thinking that I could give the option to the class that instead of writing personally about this in their journals, they could write a letter to their parents and tell them why they made the habitat they did. This would help families to come together, especially if their habitat has their family in it! Great lesson Kim!
Reply by Rebecca Ferguson
This lesson was great. I thought the idea of artwork that pleases us or makes us happy was so interesting. I really think this is a great lesson to adapt to the elementary classroom because it can be interweaved with talking about other differences people have. In addition, I think it is a good learning experience for any aged student because you begin to learn more about yourself.
Reply by Mandy Turner
I love how this lesson explores the habitats of Utah. Because it's something nearby and something the kids can identify with, it will gain and keep their attention. For my class I would discuss the artwork from different time periods that would have been praised by the hedonist theory, and those that were viewed negatively. This will show the students that opinions change over time. One possible prompt is to write/draw something that pleased them as a child and then something they find pleasure in now. They could compare the two and evaluate the differences.
Reply by Tiffany Baum
I loved this lesson, you are amazing Kim. For this lesson, I would have the students create their dream habitat, and what they would want to be in it.
Reply by Brooke Stevenson
Great lesson Kim! For an alternate art activity, I would have students paint a habitat that would bring them pleasure or joy. It would be a habitat that they created on their own, in their own minds. The students could decide which animals would live there, what the climate would be like, what plants would grow there, etc. The animals and plants could be made up or real. Students could even describe how the animals' characteristics are adaptations to that particular environment.
Reply by dan barney
Great idea Brooke! In addition, you could have your students create animals (with the same technique of using watercolor and torn paper... without gluing the animal onto the page) that could survive in different habitats and the student could then demonstrate what adaption could take place for their animal to survive in another student's picture or habitat. It would be really cool to have the students' animals interacting amongst their landscapes in neat ways! Brooke Stevenson said:
Great lesson Kim! For an alternate art activity, I would have students paint a habitat that would bring them pleasure or joy. It would be a habitat that they created on their own, in their own minds. The students could decide which animals would live there, what the climate would be like, what plants would grow there, etc. The animals and plants could be made up or real. Students could even describe how the animals' characteristics are adaptations to that particular environment.
Reply by Amanda Morgan
This lesson was amazing! You did so great Kim! For my addition to this lesson, I would love to take the kids on a field trip or around the school and have them paint on site. I would take them to a place that is beautiful and makes them feel good. This could be anywhere from a park, the mountains, a garden, etc. I could even transform the classroom into a happy place by using a projector and projecting a scene on the wall. Doing this inside the classroom would transform the room into this new place. It would be a good idea before hand to do an activity/journal that asks the students what places brings them pleasure and joy. Then after that is done, I can take their answers and compile a couple places that we could go to (if close by). After we figured out a place to go, I would have them put people or animals in it. It could be their families, friends, pets, etc. This would show them a place and environment that brings them happiness! I know the kids would enjoy this because just thinking about this idea has gotten me excited and wanting to do it!
Reply by Brielle Romney
i loved the lesson! if i teach this lesson, i would be sure to emphasize that it's okay for everyone to have different opinions on the matter, and what makes one person happy may make one person sad. I feel as though some art that makes me happy can make others sad, and maybe it varies depending on the perspective you take on it. To stress this point, I would probably have kids find some sort of artwork that they think is happy because it reminds them of a personal experience they have had, or a happy memory or some sort. An art work that makes them happy based on a past happy time in their life. So the kids will be able to see that some artwork that others may not think is happy, can make one happy based on their background and perspective.
Reply by Brittany Crowder
I thought you did a great job handling this all on your own! In order to make this lesson for my own classroom, I would possibly have the students research an animal, and make sure they each had a different one. They could do the research for curriculum with science, integrate writing for english, and then do the art project with more knowledge of their animal.
Reply by Natalee Biggs
Nice Work Kim! I would use the Hedonist theory to connect to a health discussion on feelings and mental and emotional health. I would lead a discussion with the class about how different things make them feel. I would also do some kind of art project where the students would create an art piece that portrays a certain emotion. I like the ideas mentioned about having the students bring pictures of things that evoke certain feelings or having them create a world where they would feel joy.
Reply by Nichole Mahas
Fun lesson! I think I would direct the students not only to paint in a style that is pleasing to them, but maybe even try to paint in the rococo style. It could be fun for the kids to use pastels and incorporate the themes and decorativeness that comes with rococo.
Reply by Nayelli Concha
This was an incredible lesson! Good job on your presentation and idea of how to apply it! I really believe that art exists for the purpose of bringing pleasure in one's life. I think this can easily be taught to kids since they usually have in mind things that bring them pleasure and makes them happy! Your habitat water painting activity was an awesome way to apply this theory. For another activity I will probably have my students think about one of the happiest moments in their life and make a collage, or a painting or a play dough display and then have them share with the class about this special moment in life that is so important to them. This will be particular significant as they relate art with their life and make more meaningful to ther lives. Painting on site will be another activity I will encourage in my classroom.
Reply by Rachael Haught
Kim, you are going to be a great teacher! I think you did a wonderful job at integrating this theory with natural science. Additional activities I might include would be a scultpure or some form of representational form including texture, color, line, shape etc that would be specific to each student that would represent soemthing that makes them happy or brings pleasure. This lesson would also work great in learning about different cultural experiences/norms. By teaching that art can be anything that brings any one person joy, I think students would also be able to draw conclusions that differences in others can still be accaptable and even fascinating.
Reply by Brett Baldry
I loved your lesson, I thought you did a great job with it. Very detailed with your habitat information. An alternative activity that I would do would be to have them think of a place them brings them the most happiness or joy and have them create that. And then from there you could discuss what type of animals it might be a habitat too.. That way it makes it more of a research type lesson.
Reply by Karyn Alvey
Awesome job girlie! I really enjoyed your lesson. I also really liked the art project we did at the end. I like how we got to choose a place that is meaningful to us and then create it using water color. Good idea with using torn paper! I love the look it gives when you put it on top of the background. As an alternative idea, this could be used in a geography lesson. After learning about the culture and lifestyle of a foreign country, I'd have the students paint one thing that they really liked about the culture. It could be the landscape, the food, a custom, anything really. Excellent job girlie! You did great.
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