Superhero: Snow
Her origin story is she first was a little kid and she grew up to be a very big kid and she was really nice and sweet until someone took her and captured her in a cage and then she had a big party to go to but she missed it. And she was very sad. She visited Antartica and a snow monster hit her with it’s snow powers and she got snow powers. The snow powers are ice, snow, and winter. She saves people with these powers. She lives in Antartica.
-Rita Overby, 1st Grade
Student artists learn to recognize shapes and types of lines as they design and draw their own superheroes. They begin by creating a book that tells the backstory of their superhero using their choice of drawing, writing, or a combination. They then move on to drawing and watercoloring their superhero, complete with backstory
Pencils, pens, copy paper, markers, watercolor paper, scissors, eraser, sharpie, pan watercolors, brushes, water, paper towels, construction paper, scissors, glue, magazines
Optional: 5-Minute Marvel Stories and/or old comics for early finishers (check with a local comic book shop and ask for the comics that they typically throw away—many will sell in bulk or give away for free).
N/A
Lesson 2: Superhero 'parts', 1 per student
Lesson 5: Artist Statement Worksheets
Some characters used in these lessons are ©Marvel Comics Group & ©DC Comics. Doodles Academy is in no way associated with Marvel or DC Comics or their affiliates.ELA STANDARDS
READING: LITERATURE
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (Lesson 1-3, exploring and defining diverse superheroes)
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (Lesson 1-3, exploring and defining diverse superheroes)
RL.2.3 Describe how characters in a story respond to major events and challenges. (Lesson 1, learning about the superhero ‘Storm’)
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (Lesson 1, learning about the superhero ‘Storm’)
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. (Lesson 1, creating a zine that tells the characters ‘backstory’, Lesson 3, adding details that tell information about the character)
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (Lesson 3, during interpretation of Wolverine’s costume.)
RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) (Lesson 3, learning about costume details)
WRITING
W.1.7 Participate in shared research and writing projects (Lesson 1-3, learning about superheroes and how they are depicted, Lesson 1 & 3, creating their own superhero using traditional structures)
W 2.7 Participate in shared research and writing projects (Lesson 1-3, learning about superheroes and how they are depicted, Lesson 1 & 3, creating their own superhero using traditional structures)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (Lesson 3, using visual details to put together a superhero’s story)
W.2.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (Lesson 3, using visual details to put together a superhero’s story)
SPEAKING AND LISTENING
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (Lesson 1-4, during conversation about the ‘Inspiration Image’.)
SL.2.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (Lesson 1-4, during conversation about the ‘Inspiration Image’.)
SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges. (Lesson 1-4, during conversation about the ‘Inspiration Image’.)
SL.2.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges. (Lesson 1-4, during conversation about the ‘Inspiration Image’.)
SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (Lesson 1-4, during conversation about the ‘Inspiration Image’.)
SL.2.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (Lesson 1-4, during conversation about the ‘Inspiration Image’.)
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (Lesson 1, designing and illustrating a zine)
MATH STANDARDS
1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half circles, and quarter- circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Lesson 2, recognizing line and shape in what they see, drawing them separately, then putting them together to form the body)
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.1a: Engage collaboratively in exploration and imaginative play with materials. (Lesson 1, playing with the shapes they cut)
VA:Cr1.2.2a: Make art or design with various materials and tools to explore personal interests, questions, and curiosity (Lesson 1, creating a zine with materials of their choice)
VA:Cr1.2.3a: Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process. (Lesson 1, creating a zine with materials of their choice)
Anchor Standard 2: Organize and develop artistic ideas and work.
VA:Cr2.1.1a: Explore uses of materials and tools to create works of art or design. (Lesson 1, using multiple materials to create a zine, Lesson 4, learning different techniques for applying watercolor)
VA:Cr2.1.2a: Experiment with various materials and tools to explore personal interests in a work of art or design. (Lesson 1, creating a zine with materials of their choice)
VA:Cr2.1.3a: Create personally satisfying artwork using a variety of artistic processes and materials (Lesson 1, creating a zine with materials of their choice)
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.2a: Discuss and reflect with peers about choices made in creating artwork (Lesson 4&5, final reflection and sharing)
VA:Cr3.1.3a: Elaborate visual information by adding details in an artwork to enhance emerging meaning. &(Lesson 3, adding details that help to tell the superheroes story)*
Responding: Anchor Standard 7: Perceive and analyze artistic work
VA:Re.7.2.1a: Compare images that represent the same subject (Lesson 1-4, Inspiration images all having to do with superheroes)
VA:Re.7.2.3a: Determine messages communicated by an image. (Lesson 3, describing how costume details help to tell a story)
line, shape/form, color
proportion/scale, balance, emphasis
Language Arts & writing (reading and developing stories)
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