Abdirezak Hersi & Rayhan Mohammed

Unit Summary: Superheroes Making A Difference

Unit Author
Contributors Terry Reeves, Loren Clough, Mervi Salo, Lisa Sanders

Year of Publication 2010

Organization Ontario Society for Education through Art (OSEA)
Classroom Information
Subject Area Grade Level(s) Approximate Time Needed
Visual Arts 7-8 14 to 16 Classes (60 mins)
Unit Overview
Unit Title
Superheroes Making A Difference
Unit Summary
Within this unit, students will review the history of superheroes and examine how the nature of
superhero characters has shifted due to societal changes. Students will determine a social justice issue
which they feel strongly about, and begin the process of studying different superheroes and how they
are created. Many different drawing strategies will be learned throughout the unit such as how to
draw facial features, the oval system, shading, hatching, stippling, and perspective. As skills are
developed, students will apply the aforementioned techniques in the creation of a superhero who
fights for the social justice issue they have chosen. To culminate the unit, a “hall of heroes” gallery
walk will be held for students to provide feedback to each other and reflect on their learning.
Curriculum Links
This unit is obviously strongly linked to the visual arts curriculum. However, the unit comprises many
links to other strands such as drama, and can even be extended to incorporate language arts.
Unit Foundation
Targeted Curriculum Expectations
D1. Creating and Presenting:
• D1.2 Using multiple principles of design to create art works on a theme or topic
• D1.3 use elements of design in art works to communicate ideas, messages, and
understandings for a specific audience and purpose
• D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to
increasingly complex design challenges
D2. Reflecting, Responding, and Analysing:
• D2.2 explain how the elements and principles of design are used in their own and others’ art
work to communicate meaning or understanding
• D2.3 demonstrate an understanding of how to read and interpret signs, symbols, and style in
art works
• D2.4 identify and explain their strengths, their interests, and areas for improvement as
creators, interpreters, and viewers of art
D3. Exploring Forms and Cultural Contexts:
• D3.1 identify and describe some of the ways in which visual art forms and styles reflect the
beliefs and traditions of a variety of cultures and civilizations
Student Objectives/Learning Outcomes
• Students will demonstrate a comprehension and application of the various drawing skills
learned throughout the unit
• Students will design and construct an original superhero based on a social issue of their choice
Abdirezak Hersi & Rayhan Mohammed

• Student will interpret the use of different art techniques and their application in comics
• Students identify historical and social issues which led to the development of superheroes
• Students will demonstrate the ability to self-evaluate and critique their work
Unit and Curriculum Guiding Questions
• Why does society create/and or need Superheroes?
• What are the origins/history of the Superhero?
• What are the key features of a comic book cover?
• What components would you choose to incorporate in the character and physical appearance
of your Superhero?
• How is symbolism conveyed in a Superhero?
Assessment Plan
Assessment Summary
Within this unit, there is a mixture of formative and summative assessment. To begin the unit, the
teacher gathers preliminary information regarding what the students know about superheroes and
drawing in order to guide their learning. As the unit continues, there is a large emphasis on self-
assessment conducted by the student as they develop the premise of their character and create its
sketch. This component is extended as the student conferences with the teacher at around the
midway point of the unit in order to determine how they are progressing. Finally, a summative final
product is created and assessed using a gallery walk in which perspectives other than the teachers are
used to evaluate students’ work.
Unit Details
Prerequisite Skills/Prior Knowledge
• The ability to work collaboratively in small groups
• Knowledge of colour schemes
• A favourite superhero, knowledge of their key features, and characteristics of superheroes
• The ability to self-monitor their learning throughout the creative process
Instructional Procedures/Teaching-Learning Activities
Within the unit, teaching and learning is done in a collaborative fashion. There are many opportunities
for the teacher to pose questions to the class, as well as many chances for students to work together
in groups as they brainstorm ideas to be shared. With each lesson, new concepts are introduced
through which students must work in order to arrive at their final product. Small activities such as
holding poses and who wore it better are used to better demonstrate concepts to students.
Accommodations and Differentiated Instruction
Accommodations:
Students will have plenty of time to work through the unit given that so many classes will be
dedicated to the various steps needed to complete it. Additionally, study guides and reference sheets
are provided for students to assist them in reviewing concepts learned to make their final products.
Differentiated instruction:
There are many elements of multiple intelligence theory that are incorporated in the unit for different
learners (ex. Visual, kinesthetic, auditory). Content is also differentiated by not only examining how to
draw and create a comic book cover, but by also examining historical and societal issues. Finally, the
learning environment is modified so that there is room for both individual and group work.
Materials and Resources Required For Unit
Lead Pencils, Coloured Pencils, Erasers, Markers, Crayons, Black Fine Tip Markers, Rulers, Printing,
Paper, Sketchbooks, Notebooks, Drawing Boards, Resource Folders, Chart Paper, Post-It Notes, Comic
Books and Comic Book Covers, BLM Templates and Handouts, Computer with projector, Overhead
projector.