In this lesson, students look at how artists help to define their character through the details in their characters' costume. They then create their own details that reflect the backstory that they made up in lesson 1.
SWBAT add details to their superhero that illustrate their character's 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
N/A
Optional: 5 Minute Marvel Stories, or old comics (for early finishers)
⚲'Arachne', Paolo Veronese, aprox. 1570
In Greco-Roman mythology, Arachne was a mortal woman and talented weaver who challenged Athena, goddess of wisdom and crafts, and was transformed into a spider. Spiders are called "arachnids" after Arachne.
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.
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 seem to be pushing themselves to try new things.
At this point, the focus of the class-period should be getting student artists to translate the backstory that they created into details in their character's costume. As you walk around simply ask artists to: ‘tell me about your drawing’ and they will likely launch into a catalog of what each detail means. If an artist is particularly enthusiastic, stop the class and let him or her share with them.
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.
Early finishers can add to their ‘zine from lesson 1, perhaps adding comic strips that detail a story that their character took part in. If they didn’t during the previous last lesson, students can also consider the background of their comic and add details that help to describe where their superhero lives/works. If the optional ‘5 Minute Marvel’ or comic books were purchased, students can look through these for inspiration.
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