Hedonist Theory Unit

Teachers Cami Clawson and Melissa Hafen
Grade: 1
Objective: Help students to understand the basic fundamentals of literature such as characters, setting, and plot.  Students will apply literature content by connecting personal experience to create art through painting.

National Standards

Visual Art 4.1:
Understanding and applying media, technique and process

Achievement Standard:

·         Students know the differences between materials, techniques, and processes

·         Students describe how different materials, techniques, and processes cause different responses

·         Students use different media, techniques, and processes to communicate ideas, experiences, and stories

·         Students use art materials and tools in a safe and responsible manner

English 12.6

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

State Standards

Reading: Literature Standard 3
Describe characters, settings, and major events in a story, using key details.

Reading: Literature Standard 7
Use illustrations and details in a story to describe its characters, setting, or events.

Visual Arts: Standard 1
Students will develop a sense of self.
Objective 3
Develop and use skills to communicate ideas, information, and feelings

Lesson:
 Discuss favorite senses
Sound: žponder on your favorite sound
  Examples
     Waves crashing against the beach
     Branches swaying in the wind
     Crowds cheering
Smell:Concentrate on your favorite smell
Examples:

1. Fresh laundry
2. Warm homemade bread
3. Fresh cut Christmas Trees
4. Shoe stores
5. Popcorn and funnel cake (carnival smells)

Touch: žImagine your favorite touch
Examples:

1. Warm still water
2. Real leather
3. Bubble Wrap

Taste: Think of a mouth-watering taste
Examples:

1. Pizza
2. Mt. Dew & Dr. Pepper
3. Breakfast Burritos
4. Cheese and Crackers
5. Pumpkin cookies
6. Winco Blueberry Muffins
7. Fondue
8. Better than sex cake

Sight: žImagine your favorite sight
Examples:

1. Waterfalls
2. Smiles on a toddler
3. Disneyland

Introduce Hedonism
Definition
       žArt that is devoted to the pursuit of pleasure and self-gratification.
       žArt that is motivated by the desire for pleasure and avoidance of pain.
Introduce artists
       William Cotton
      Wayne Theibaud
     Duff Goldman

1. Integrate Art to literature

                      i.     Begin by reading Oh, the places you’ll go!
                     ii.     Cliff hanger

1. Where is the character going?
   1. Example

                          i.     The moon
                         ii.     The zoo
                        iii.     Running with cheetahs
                        iv.     Building a snowman with penguins

1. There is a blank page at the end of this book.  We need your help.  If you were the character where would you end up at the end of the book to create a “happily ever after.”
2. Activity

                                              i.     žMaterials

1. Homemade Frosting
   1. Recipe

                       i.     2 C. Powered Sugar
                      ii.      T. Milk
                     iii.     ¼ tsb. Vanilla
                     iv.     1 T. Butter

1. *Add more sugar or milk for desired consistency
2. žFood coloring
3. žPlates
4. žSpoons
5. žThick White Paper
6. žNapkins (to wipe fingers)

                                            ii.     Process

1. Using different colored paint, have students finger paint their happiest destination based off of the illustrations of the book

                                          iii.     Rubric/Assessment

1. After students complete their book illustration, assess with their following questions:
   1. Doe they answer the question: Where are you going?”
   2. Does their art suggest happiness void of pain?
   3. Did the students use the frosting appropriately and follow directions?
   4. Ask students why their art is unique- can they prove that they stretched their imagination?
   5. Ask for verbal feedback concerning what they learned through art.
   6. Was the project enjoyable for the students?