Students have a full day to finish drawing their superhero and work on their zine.
SWBAT add details to their superhero that illustrate their characters' personality, abilities,and backstory.
Students will be working individually, so have materials prepared to go out to tables/desks depending on how your class is set up.
Pencil, eraser, sharpie, collage materials, markers, glue
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⚲'The Bat', Jeffrey Veregge, March 2012
Jeffrey Veregge is Native American and takes popular superheroes and translates them through his Native American background using traditional symbols and patterns.
Project the inspiration image where students can see it. Give students a moment to study it silently, then begin a brief discussion with the phrase, “What can we find?”. Paraphrase what students say for the benefit of the class, being careful to remain neutral, then ask “What else can we find?”.
Alternately, allow them to draw or write what they notice on a blank piece of paper or in a sketchbook.
The point of this discussion time is to have students learn and add onto each other’s thoughts. By remaining neutral and simply repeating what students say you allow students to do the heavy mental lifting and also create an environment where there is no wrong answer, fostering creativity and mental risk-taking.
Tell the students that they will have the entire day to add details to their superhero. Tell them that when they finish adding details to their superhero, they might want to consider adding details to the background to tell their viewers more about their superhero. Early finishers can add to their ‘zine. Provide them with the optional comic book template so they have the option of creating a comic-narrative about their superhero and including it.
Check for understanding by asking, “Who was listening closely that can sum up what we are doing today?” Make sure that student artists can list all the steps and clarify anything that needs clarifying.
The students work independently on their work as the teacher circulates. Foster strong work habits by commenting on student artists who are focused on their work as well as student artist who seems be pushing themselves to try new things.
At this point, the focus of the class period should be getting student artists to finish drawing their superhero and be prepared for painting during Lesson 5.
Use 'what, how, and why' and then take comments or questions.
Depending on the teacher’s style of classroom management, it might be helpful to only choose and train a few kids to clean. The rest of the class can be busy with the presentation. Make sure to train these helpers well in advance so that you aren’t left with a messy room.
Clean-up times will vary with materials; get to know your class and allow 5-10 minutes depending on how efficient they are and whether or not the material was messy.
Choose presenting student artists in advance and let them know during their work time so that they are prepared.
Sharing should work as follows:
If a student artist is having a hard time thinking of details, the teacher should suggest looking through the zine they they made during Lesson 1 and walk the student through making a detail from one of the elements that they had in their ‘zine (for example: if the student wrote that their superhero could fly very quickly, ask the student how that could be represented).
If a student gets frustrated by not being able to draw the details they are envisioning, you can offer to: a) look up an image of whatever it is they are trying to draw on a laptop or tablet for them to reference or b) pair them with another student.
See Introduction
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