In this lesson, artists receive a packet of superhero ‘body parts’ that they put together and redraw to create their own, unique superhero. They draw this silhouette of their superhero on paper that will become the cover for their book.
Students will be working individually, so have materials prepared to go out to tables/desks depending on how your class is set up. Students can share scissors.
Pencil, eraser watercolor paper, copy paper
N/A
Optional: ‘5 Minute Marvel’ & comic books for early finishers
⚲'Procession Canvas-Diptych', William Kentridge, 2000**
Paper collage, charcoal, and paint on canvas.
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 seems be pushing themselves to try new things.
The focus of the class period should be getting student artists to not feel overwhelmed by a complex image, but instead to reduce it down to single lines that are easy to see and copy. Students having a hard time with this can pair with students who understand and they can work together. Encourage the helpers not to do the work for the other student, but to teach them how to do it for themselves. When talking with the students, try to refer to the drawings in isolated parts—rather than referring to an ‘arm’ refer to the ‘top curved line’. Or the ‘small angled line’.
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:
Students may become frustrated if their drawing doesn’t look ‘right’. Ensure them that part of being an artist is identifying the things that don’t look quite right and simply fixing them. Ask them to compare the lines and the shapes and try to help them problem-solve where they feel their drawing isn’t working. Don’t point out problem areas yourself—let them come to their own conclusions. Remind them to use their papers to isolate the other parts of the image and see the lines more clearly. If they are still feeling frustrated, pair them with another student who is managing well.
Some student might want to draw their superheroes without using the templates. Don’t force the issue—it is more important that they stay engaged. However, explain to them that it is important that they learn to look at a line and be able to make that same line on their own paper because they are creating the skills that they will need to draw from photographs and also from life. Challenge them to draw at least one feature from the packet—one arm, or the legs, etc.
Some kids will begin adding details. Remind them that we are only drawing the silhouette because we want a strong foundation for the details. Tell them that they can work with details inside their zine if they are feeling inspired.
Early finishers can add to their ‘zine from lesson 1. Alternately, they can look at the Optional ‘5 Minute Marvel’ stories, or through old comics.
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