Hedonism Lesson Plan

Written By: 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 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?

Critical Theory Lesson Plan

Written By: Kaylee Jensen and Danielle Thompson
Grade: 1
Time Needed: 45 minutes
Objective: Students will understand the Critical theory of art and learn how to question the way in which they see the world. Student will show this knowledge by creating their own Fundred Dollar Bills.  Then they will write a couple sentences about how this project helped them become more aware about their importance in the community and how creating these unique dollar bills will help the people in New Orleans.  

Standards:
State Visual Art Standard 1
Objective 3
Develop and use skills to communicate ideas, information, and feelings.

1. Recognize and express feelings in a variety of ways (e.g., draw, paint, tell stories, dance, sing). 
2. Express how colors, values, and sizes have been controlled in artworks to create mood, tell stories, or celebrate events. 

State Social Studies Standard 3
Objective 1
Identify and use geographic terms and tools.

1. Identify Utah on a variety of maps and on a globe. 
2. Identify the United States on a variety of maps and on a globe. 

National Standards: Visual Arts:

USING KNOWLEDGE OF STRUCTURES AND FUNCTIONS

Achievement Standard:

• Students know the differences among visual characteristics and purposes of art in order to convey ideas

CHOOSING AND EVALUATING A RANGE OF SUBJECT MATTER, SYMBOLS, AND IDEAS

Achievement Standard:

• Students explore and understand prospective content for works of art
• Students select and use subject matter, symbols, and ideas to communicate meaning

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

National Standards: Social Studies: Geography:

ENVIRONMENT AND SOCIETY

As a result of activities in grades K-12, all students should

• Understand how human actions modify the physical environment.
• Understand how physical systems affect human systems.

Materials Needed:
-Powerpoint
-Colored Pencils/Markers
-Scissors
-Fundred Dollar Bill printouts
-Following books: Not a Box, Not a Stick, Amelia Earhart: Legend of the Lost Aviator, A Picture Book of Harriet Tubman.  

Intro:
Critical Theory is the idea of rejecting the world as it now exists.

Start off the Lesson by reading Not a Box by Antoinette Portis.

After reading the book, ask students if they have ever used their imagination to create something else out of an ordinary object.  Ask them what they think the book is made out of.  Ask them why they think the author wanted to make the book out of a box.

Introduce following artists:

 Yinka Shonibare is an artist who helps people look at everyday people in a different way. He also challenges himself as an artist as he has evolved from painting, costuming, photography, to moving images.  He is very famous for his costumes.  What can you tell me about the picture below?




 What is this a picture of?  How is it different from what you have seen before? Why do you think he changed things like the flag? His suit? Can you tell if he is White, African American, Hispanic? What country is he from? Why do you think the artist made this so? 
 Show the students the above picture.  Have you ever seen someone like this before? How is this picture from what you are used to? Why do you think this is?

Alfredo Jaar: He is considered a Critical Theory artist because of the way that he presents his research. He thinks a lot about how to represent his experiences in the most effective way and then tries and tries again until he gets it right.

Teach the students about Jaar's Rwanda Project. He learned about the Rwanda from a clip in the newspaper and found that many people had died. He wanted to show the importance of this event and finally found the following way to represent his research on Rwanda.
Watch the following clip: http://www.pbs.org/art21/artists/alfredo-jaar from 1:36-4:52

About video clip: Talk to the students about why his way of presenting his research with one pair of eyes was so effective? What made it so real for the viewer compared to other ways? Why did people understand?

Mel Chin: Teach the students that Mel Chin represents the Critical Theory with the Fundred Dollar bill project because he is making people aware of a big problem in New Orleans, Louisiana where there is lead in the soil which is dangerous for the people there, especially for the children.

QWERTY Courbet. Ask the students what they think this picture is. Teach the students that this is an actual keyboard. Ask them why every keyboard looks the same. Who said it had to look like that? This keyboard still works, it still types, but looks much different. Teach that this is critical theory because he is freeing us from what we would think of as a keyboard and what we are used to.


Teach the students about the U.S. map. Ask if they know where different states are. Point out where New Orleans is in relation to Utah.
Explain how the Fundred Dollar Bill project is mainly for kids who want to help other kids in New Orleans where the soil is dangerous. We are going to make our own Fundred Dollar Bills to help raise awareness of the victims in New Orleans.
Show the following video about children who have been involved with this project and what they have learned from it.
Fundred Dollar Bill Video
video clip about Mel Chin: http://www.pbs.org/art21/artists/mel-chin
To download the printout for the Fundred Dollar Bill, go to fundred.org. Or here is the PDF link.
Allow the students to create their own fundred dollar bill with crayons, markers, colored pencils, etc. Let them use their imagination to create their own money that represents themselves.
Prototype
Step 1: Print out Fundred Dollar Bill from fundred.org.
Step 2: Cut out your bill

Step 3: First draw in pencil what you would like on your fundred


Step 4: Use markers or another coloring utensil to add color to your drawing.

Step 5: Share your work with the class

Step 6: Mail all of the bills from your class to the following address so they can be counted and used towards the goal of 300,000,000 Fundred Dollar Bills!

The Fabric Workshop and Museum
a.k.a. The Philadelphia Fundred Mint
1214 Arch Street
Philadelphia, PA 19107
Attn: Christina Roberts

Assessment:
After finishing their art project, have each student choose two of the following questions and write four sentences as their answer.
-How does your Fundred Dollar bill represent you? Explain why.
-Tell me about one of the artists we talked about and why you liked them.
-Why is it important to look at things in a different way?
-What did you learn about the different ways that art can be created?
-Like the box from the book, what is one thing that you see differently from others and why?
 Have a few students share their answers with the class.
Link to the powerpoint: https://docs.google.com/presentation/d/1Yps4XwMahqfZNsFSLbuX2BNF4qo...

Neo-Rationalist Theory Lesson Plan

Written By: Laura Davis and Courtney Hollan
Grade: 6
Time Needed: 45 minutes
Objective: Students will understand the neo-rationalist theory of art and how it relates to citing sources in a research paper without plagiarizing. Student will show this knowledge by creating their own pointillistic art and writing a short research paper using correct citations.
Standards:
State Visual Arts Standard 3
Objective 1
b) Group artists and their works according to style or similar visual characteristics.    

State Writing Standard 8
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

National Arts Standard 6
Making connections between visual arts and other disciplines.     

Intro
According to this theory art is only “good” art if it is patterned after or influenced by a famous artist’s work.

Start the introduction of what neo-rationalism really is by comparing pictures of Pablo Picasso and Alexandra Nechita. You can find more information about Alexandra Nechita at this link: http://www.iisis.net/index.php?page=pablo-picasso-alexandra-nechita-reincarnation-past-lives-child-prodigy-kevin-ryerson-walter-semkiw. Ask children if they think they know which painting is by Picasso? Allow the classroom to discuss if they think Alexandra Nechita should be recognized for her work? Are you still an artist if you are inspired by another famous artist’s work? Where do you draw the line for inspiration vs copying someone else? Do you think it bothers (or would bother) Picasso, the original artist?


Artists
Felix Gonzalez -Torres: An American minimalist artist that makes installation and process art. We looked at his work before in class with the candy portraits. This artwork is made up of two stacks of white paper; one is called “Memorial day weekend” and the other is called “Veterans day sale”. This is an example of process art because visitors are invited to take paper from either stack symbolizing how these national holidays have been commercialized. This artwork would be valued in the neo-rationalist theory because the shape of his artwork was somewhat inspired by the minimalist art of Donald Judd
information from: http://en.wikipedia.org/wiki/F%C3%A9lix_Gonz%C3%A1lez-Torres

Untitled (Monuments)


Minimalist art inspired by the work of Donald Judd

Walton Ford
An American watercolor artist who paints natural settings in the style of James Audubon. Unlike Audubon, Ford paints to critique humanity’s effect of the environment.
Video about his inspiration: http://www.pbs.org/art21/artists/walton-ford
Ford, The Falling Bough

Ford, Benjamin's Emblem

Audubon, Louisiana Heron

Audubon, Pinnated grouse
Tom Killion
An American artist from California. His artwork is strongly influenced by the style of Japanese woodcuts, but his landscapes are of the California coast.
video about his inspiration: http://www.youtube.com/watch?v=sjBzm1T2Czg

Killion, Mt. Tamalpais from Bulkley Ave., Sausalito



Killion, Point Reyes from Chimney Rock

Japanese Woodcut

Alexandra Nechita
A child prodigy artist born in Romania and raised in the United States. She had her first art exhibit at 8 years old in Los Angeles, CA. She was named “The Petite Picasso” by the press  at age 14 because her artwork looks so much like Picasso’s. http://www.iisis.net/index.php?page=pablo-picasso-alexandra-nechita-reincarnation-past-lives-child-prodigy-kevin-ryerson-walter-semkiw
Nechita, Ladder of Giving

Picasso, Girl Before a Mirror



Nechita, The Day of September 11



Picasso, Guernica (based on the bombing of the city Guernica)


Research Papers:
Applying it to a different subject:
You can apply the principle of neo-rationalism by teaching about copyrights and correct citations. Sometimes in science, math, or english, we are required to write research papers that are based on other’s findings. Students will need to create an original document based on other’s findings without copying it. Where can you draw the line?

Teach children the negative effects of plagiarism. Define plagiarism. Plagiarize \'pla-je-,riz also j - -\ vb -rized; -riz·ing vt [plagiary] : to steal and pass off (the ideas or words of another) as one's own : use (a created production) without crediting the source vi: to commit literary theft: present as new and original an idea or product derived from an existing source -
FROM: Webster's New Collegiate Dictionary 9th ed, (Springfield, Ma: Merriam 1981, p. 870).

Explain that as a teacher, if you were to say you made that definition up by yourself, even though you are borrowing it from Webster’s Dictionary, that would be plagiarism. Encyclopedias, books, and articles are there for our use and research. However, if we borrow their information without giving them credit,  it’s the same thing as stealing. Give an example of two students in the class. One student did their homework, and the other student stole it and copied it. Is that fair? Should the second student still get a good grade, even though they didn’t do their work?

Not only is it morally wrong to plagiarize, but you can face other consequences as well. Some of the consequences found include:
- Plagiarism can get you expelled from your course
- Plagiarism can result in your work being destroyed
- Plagiarism can result in expulsion from your academic institution
- Plagiarism can result in legal action.
You can read more about the consequences of plagiarism at this site: http://www.scanmyessay.com/plagiarism/consequences-of-plagiarism.php

Storybook:

Read, “A Bird or Two” by Bijou Le Tord. The book is about the artist Henri Matisse. It’s also an example of neo-rationalism because Tord illustrates the book using Mattisse’s style of art.This book teaches about Matisse while giving a concrete example of neo-rationilism. After reading the book, explain to the class how Tord was inspired to write and illustrate about Henri Matisse, and how that kind of inspiration can be defined as neo-rationalism.

Other good books to help inspire children based from famous artists:
“Frida’s Fashions” inspired by Fridda Kahlo
“Free to Be” inspired by Sargent Johnson
“Guard my Secret” inspired by Jackson Pollock

I found a blog with these ideas here: http://auroenglish.blogspot.com/2010/04/create-your-own-masterpieces-inspired.html




What are some aspects of this art that we could be inspired by?
Vincent Van Gogh, Starry Night (contrasting colors, long brush strokes, landscapes)

Jackson Pollock, Number 8 (paint splatters, bright colors, layered paint)


Geroges Seurat, A Sunday on La Grande Jatte (pointillism, peaceful)

How to incorporate an artist’s style in your own work:
Explain to students that if they feel compelled or inspired by another artist’s work, they should try to use some of the same features or ideas in their own work. The first step in creating a neo-rationalist art piece is being able to identify features in the original artwork.

For example, the teacher may use the picture above (Georges Seurat, A sunday on La Grande Jatte), for an example. Maybe you are drawn to the content, style, media, color scheme, emotions, or message that can be drawn from this particular piece, and want to create something similar. It’s important for students to recognize these different areas, and varying characteristics they contain in order to incorporate them in their own work.

With the picture above, students must pay attention to details before starting their own work. Point out to the students things like: the subject’s faces aren’t clearly defined, it can be viewed as a snapshot as everyday life, the clothes show that it’s not from a modern time period, lines used art rounded and very soft, this piece is painted using a bunch of smaller dots (pointillistic),etc. Students can identify certain shapes, patterns, colors, or schemes in art and can use it as inspiration to apply it in their own work.

Art Project: Using Georges Seurat’s pointillistic style create your own pointillistic piece.
Materials:
Pencils
Paper
Tempera Paint
Q-tips

Step 1: Make a light sctech of what you want to paint using pencil.
Step 2: Use a q-tip to paint your picture.
If you wish to have smaller dots you may rip off the cotton on the end of the q-tip.


Step 3: Wait for the painting to dry and display!


Assessment: The students will research a topic that they are interested in or inspired by and correctly cite three sources about the topic. The paper should be 1-2 pages long. The students will be graded on the quality of their sources and whether they cited their sources correctly or not.

Here is the link to the powerpoint: https://docs.google.com/presentation/d/1FU2VTKU9-Wx2lAtcQsILey1xcgG...
and the Google doc:https://docs.google.com/document/d/1SWubbq47VIJWm4onAxWTfO98OJY3a8_...