StandardBasedLessonPlan

Lori Watson
Student Teaching
February 23, 2015
Super Hero Design and Illustration
Age 10 13 years/ 4th and 5th grades
Standard:
MDE Visual Arts Standard/s: ART.VA.I.3.3, ART.VA.I.3.4,

ART.VA.I.4.4, ART.VA.II.4.4
Objectives:
The Learner will (short description): Studentswillbrainstorm,designandcreatetheirownsuper

hero,inanoriginalcostume,inanactionposeusingtheirknowledgeoffiguredrawing,rendered
inpencil,markerandcrayon.

Learning Target: I can use what I know about existing superheros to brainstorm ideas for
my own character. I can use figure drawing techniques to pose my super hero in
action. I can design a logo and a costume for my superhero to match his/her
superpowers, kryptonite and personality traits.
Assessment Strategy Statement: At the start of class #2, students will repeat the steps we
used to compose our practice figure drawings, in class #1, as well as the questions we
used to brainstorm the super power/abilities, logo, costume, character name. In class #3,
we will review rendering techniques with marker and crayon, used in previous lessons.
At the end of the 3rd or 4th class, students will write out information about their super hero
including name, super powers/abilities, kryptonite and attach it to their final drawing.
Behavior Management:
Expectations/Grouping/Room Arrangement:
Room Arrangement and Expectations Students will sit in mentor teacher assigned seats and are
expected to follow her classroom rules and behavioral expectations.
Materials will be compiled in front of the class and distributed by thtat weeks table captains.
Session 1) Students will begin with a review of existing super hero characters and will discuss
their super powers / abilities, their costuming and logo, and most importantly, their super hero
pose. Students will identify shape, line and proportion for each pose and, using a draw along
technique with the teacher, will recreate super hero poses seen in the PowerPoint.
Session 2) Students will review the steps in recreating a super hero pose. Then, using reference
materials (practice drawings from week 1, reference packets, or using a model), and the steps
we learned in class 1, students will render a pose for their superhero.
Session 3) Students will review techniques for adding hair, facial features, hands, feet and
costume, as well as color to complete their final drawing.

Anticipatory Set and Motivation:

Prior knowledge, previous related concepts or processes:

StandardBasedLessonPlan

Knowledge: Designingandillustratingasuperherooravillainrequiresanunderstandingof

drawingthehumanfigureinactionandacostumedesignthatusesappropriatecolorchoices,
line,shape,logo,etc.thatbestsuitstheirpersonalityanduniquesuperpowers.

Bibliography,books,artreproductions,artifacts:
TeachercreatedPowerPoint
Okum,David.DrawSuperHeroes!Cincinnati,OH:Impact,2005.Print.
Roche,Art.ArtForKids:Cartooning.S.l.:Sterling,2010.Print.
Kukes,Roger.DrawingintheClassroom.Portland,Or.:KlassroomKinetics,1998.Print.

Your visual example of the assignment below:

Super Hero Name: Arteesto

Super Powers / Abilities: Can draw, paint or sculpt her way out of any sticky situation.
Kryptonite: Darkness cant see to draw, paint or sculpt.
Costume: Uses primary colors only.
Logo: Painters palette and letter A
Anticipatory Set - Introductory statement or start of lesson:
Model the Process:
Criteria - Requirements/limitations of the project:
2-3 pieces of 8 x 11, copy paper
18 x 12 construction paper as matt
Pencils, erasers, sharpeners
Sharpies, markers, crayons
5 tables of 6 students
Vocabulary:
Line, shape, proportion
Figure drawing head, torso, hips, joints, facial features, muscles biceps, triceps,
quadriceps, calves.
Superhero design character, costume, logo

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Materials:
2-3 pieces of 8 x 11, copy paper
18 x 12 construction paper as matt
Pencils, erasers, sharpeners
Sharpies, markers, crayons
Task Analysis: (Demonstration, guided practice, and/or independent practice). Describe the
specific lesson strategy/strategies:
Tasks will be broken down into manageable chunks so students can stay enthusiastic
and on-task.
Students will identify shape, line and proportion of sample super hero poses. Students
will draw along with the instructor, step-by-step, to recreate various super hero poses
uses line for the torso, arms and legs, oval for the head, elongated ovals for muscles.
Students will work independently after demonstrations, using various reference
materials provided or previous practice materials created by the student.
The Lesson:
Sequence of Instruction including Problem Solving and Aesthetic Choices:
Class 1) Table captains will pass out pencils and paper. Students will follow along and
participate in a presentation and discussion regarding Super Heros.
Slide 1) - What do we know about superheroes in comic books and movies? Wear
costumes. Have super powers.
- Do you have any super heroes in your life and why do you consider them a super
hero? For example: I consider my Grandma a super hero because she was a great cook
and baker. She also took me blueberry picking and we would make blueberry muffins
out of them.
Slide 2 - 7) Discuss superheroes in presentation their super powers, their costumes.
Fold practice copy paper into forths (hamburger, cheeseburger). Select poses in the
presentation that get progressively more difficult, in a draw along with the teacher, to
duplicate the steps of figure drawing:
(1)
Head
(2)
neckandtorso
(3)
armsandlegs
(4)
circlejoints
(5)
addmuscleslongskinnyovals
(6)
addhandscirclesfornow
Slide 8) Identify logos and discuss why they are easy to remember color, shape,
symbol.
Slide 9) Read through brainstorming questions. Students will write answers to
questions on practice paper.
Class 2) Put up Beginner Samples and Advanced Samples. Put up PowerPoint presentation, to
the slide of Amazing Man as class enters the room. (5 minutes)
o Table Captains - Pass back practice paper, new rough draft paper, pencils and
reference materials. (2 minutes)
o Learning how to draw well, is really learning how to see. . By breaking down
the figure into parts, we can (trace with fingers):

StandardBasedLessonPlan

identify shapes - head, chest, hips, joints, muscles, hands and feet,
EVEN fingers and toes!
identify line as seen in the neck and torso is the torso straight or
curved? How are the legs and arms bent?
recognize proportion where do the hands start and end, in relationship
to the hips? How wide are the hips in relation to the shoulders?
Even the most experienced artists can get frustrated drawing figures in
action poses but if you can learn to see, and break down figures and
objects into shapes, youll learn to draw better. Remember the steps we
used last week?
Put screen up
Ask students to recall steps of drawing our super hero action poses. Those absent
or late last week pay close attention to this.
I draw as they recite and write steps on the board:
(7)
Head
(8)
neck and torso
(9)
arms and legs
(10)
circle joints
(11)
add muscles long skinny ovals
(12)
add hands circles for now
While they do that, I turn on ELMO with Amazing Man sample. Shade
lifted. And LEAVE HIM THERE.
You have received:
your practice paper from last week you can use it for reference
to select a practice pose for your super hero
OR you can use the additional references being passed out now
to be shared between neighbors, there are additional images on
the board. If youre an advanced student and you dont see a
pose you like, you can ask someone to pose for you.
o pick a pose you think matches your skill level (match to
examples on board)
beginning straight torso, symmetrical
advanced curved torso, asymmetrical
and a rough draft paper this is the paper well use to begin
creating your own original super hero
Your superhero figure will be almost as tall as this paper is
vertical, the long way.
Take the new piece of paper, and fold it in quarters (5 minutes)
hamburger then cheeseburger. If youd like to very lightly draw
a pencil line on your folds, youll be using these as guides. Set it
down and listen upfront. Your figure should start out close to
the vertical center line.
Draw a short line, 2-finger width at top and bottom. The folds
and the dashed line at the top and bottom are your guides to
keeping your figure in proportion.
EMPHASIZE USING TINKERBELL TOUCH!
o Your head should be about as tall as a quarter and
touching the top line.
o The hips of your figure will rest just below the
horizontal center fold line. The feet will fall in the space
below the two-finger line at the bottom.

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Once you have your figure drawn, youll be adding the

skin.
Demo drawing the skin around Amazing Man.
Students may begin.
Take a few minutes and select a final pose.
Once you have a pose, FOLLOW THE STEPS ON THE BOARD!!! (1012 minutes) Ill be walking around to assist those who need help.
Do not draw anything beyond the skeleton and muscles!
o Once you have your figure drawn, youll be adding the skin.
Demo drawing the skin around Amazing Man. Students may begin
(have advanced students helped those struggling).
Students may begin adding costuming to the figures, using Tarzan touch.
Class 3) Pull up presentation and several of the superheroes.
Put slide screen up and ask student to trace the shape of the hair with chalk so they can
begin to see it as an organic shape.
Project examples on the board of various eye, nose, mouth shapes. Discuss proportion and
placement of facial featuers. (5 minutes)
Allow students to work on adding hair facial features. (10-15 minutes)
Demonstrate adding hands, feet or shoes/boots. (10-15 minutes)
Trace final figure with sharpie.
Put final drawing paper over top of the final draft. Students will trace the figure and add
color using marker and crayon.
o

Class 4) Students will mount the final super hero drawing on colored construction paper. They
will re-write the following information on an index sized piece of paper:
Super Hero Name:
Super Powers / Abilities:
Kryptonite:
Costume:
Logo:

Check for Understanding:

Questions relating to criteria, technique, process sequence, vocabulary and problem solving:
I will
encourage students to ask questions after each demonstration and will walk around the
room during work time to assist those needing help.
encourage students to volunteer to participate in discussions and answer questions
listed in my Sequence Instruction.
ask the students to recall the steps we used for each process.
Practice, Monitor and Adjust:
Strategies to help multiple students:
ask advanced students who finish early to assist others and give encouragement.
write steps on the board and pin up examples.
Accommodations/Differentiation:
Accommodations or differentiation for cognitive, physical or cultural barriers:
allow students to draw to the best of their ability even though the figure may be
disproportionate and encouraging happy accidents.
re-teach steps as needed

StandardBasedLessonPlan

ask advanced students who finish early, to offer assistance and give encouragement
post vocabulary words on the board.
Clean-up:
Specific procedures for collecting work and managing flow of movement:
Ask table captains to collect supplies and student work.
Closure:
Statement to re-emphasize learning or set a clear ending to the class period:
Re-emphasize key learning:
o You brainstormed and designed your own super hero.
o Using reference and step-by-step instruction, you created an accurate pose for
your superhero.
o Using reference and demonstration, you learned how to add facial features,
hands and feet to your character.
o You finalized your super hero design and illustration by mounting it on
colored construction paper and wrote a description of the characters most
interesting features.
Assessment Description:
Description of Formative OR Summative Assessment:
I will:
ask the students to recall the sequence of a complicated process, calling on different
students.
ask students to identify our vocabulary words when I ask them questions about their work.
have students turn and talk about their work upon completion, describe their character and
the most interesting features of the costume and special abilities.