Lesson Plan

Title: self heros

Length:___variable_______________

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of
the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students
based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing what you would
recognize as proficient skill/knowledge.
-Have observed students struggling with proportions in their drawings
-All students have learned foundational elements of Greek and Roman art in class
-Witnessed huge proportional errors in student drawings of the figure during last project
-Proficient skill:
Students would be able to methodically create an accurately proportioned figure.
Students would understand how to use proportion as a measurement tool while drawing.
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take
on a role and create a learning product about a specific topic for a certain audience. (RAFT Role / Audience / Format / Topic)
Who do you want to be when you grow up? Contest: grand prize winner receives $250 scholarship and winning artwork will be features on cover
of winter 2015 issue of Charter Focus Magazine Topic: submit a piece of artwork illustrating the leader you aspire to be in high school, college, or
when you grow up, or illustrate someone in your school community who you admire as a great leader
Create a superhero inspired by who you aspire to be in the future? What will you do with your super power? How is this superhero a leader?
Start by picking a social issue or theme that interests you and tell me how you could change or fight this problem when you grow up
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in
art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules,
Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.
Scale, proportion, observation, culture, composition, expression, shape, prior knowledge, space, perception, alignment, relationships, selfexpression, symbol
Enduring Understanding (s):
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Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not
only link two or more concepts; but also demonstrate why this relationship is important. Like concepts, they are timeless, transferrable and
universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.

-Scale does not affect the way proportion functions. (Standard: 4 GLE: 2 -PGC: Explain, compare and justify that the visual arts are
connected to other disciplines, the other art forms, social activities, mass media, and careers in art and non-art related arenas

-Composition of individual elements effects how the whole product is perceived. (Standard: 1 GLE: 2,3 PGC: Explain, demonstrate, and
interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of
viewpoints, intelligences, and perspectives)

Prior knowledge of a subject is evident in the way one expresses their ideas. (Standard: 3 GLE: 2,3 PGC: Recognize, interpret, and
validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research)

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art
learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE:
_____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)
1. SWBAT identify the basic human proportions and use them in a drawing. (Blooms: Applying -Standard: 1 -GLE: 3 Art learning:
Concept/Ideation)
2. SWBAT use knowledge of proportion to create an accurate figure on multiple scales. (Blooms: Creating Standard: 3 GLE: 2 Standard: 2
GLE: 1,3Art learning: Material/tools/technique)
3. SWBAT connects artistic themes from modern day popular culture to artistic themes of ancient cultures. (Blooms: Analyzing Standard: 1
GLE: 2 Art learning: History/culture)
4. SWBAT articulate their own artistic decisions. (Blooms: define Standard: 4 GLE: 2 Art Learning: Reflection/assessment)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies
you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well as
modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation:
Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to
Able to use materials they are familiar and
-Flat areas of generalized color accepted
access content and multiple modes
comfortable with.
-Very little variation in line quality
for student to express
understanding.)
Extensions for depth and
complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

Encouraged to use/experiment with materials they

have not tried or do not have much experience with.
Encouraged to draw the body in more complex
gesture

-Show some complexity in color mixing and value

-Show some variation in line quality

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.
Vocab: scale, alignment, proportion, virtue, symbolism
Literacy:
-Identifying the elements of a character
-Making connections between stories of different cultures
-Creating a character

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students
will use.) List all materials in a bulleted format.
-5 sheets of Paper stapled together
-Pencil
-Sharpies
-Choice of: markers, crayons, pencils, acrylic paint, oil pastels, watercolor
-Large white paper
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Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can
be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.

http://ap2hyc.com/?p=7179
-Hera and Wonder Woman: William Moulton Marston
http://www.npr.org/2014/10/27/359078315/the-man-behind-wonder-woman-was-inspired-by-both-suffragists-and-centerfolds
-Zeus and Superman: created by writer Jerry Siegel and artist Joe Shuster
http://theages.ac/Encyclopaedia/powers.html
http://www.greek-gods.info/greek-gods/zeus/stories/zeus-king-of-the-gods/

-Hades and Batman-Bob Kane

http://www.superherostuff.com/biographies/batman_biography.html

-Poseidon and Aquaman

http://dc.wikia.com/wiki/Aquaman_%28Arthur_Curry%29
http://www.dccomics.com/characters/aquaman

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
-Make sure all components of PowerPoint are accessible from classroom computer
-Have materials ready for students to choose from
-Have larger sheets of paper ready for students to use
-Packets of paper with 5 sheets
-Pencils sharpened
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
N/A
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Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited
about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them thinking and
ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.
If you could eliminate any issue from society what would it be?
-Discuss who superheros were before they were super heros, why super heros exist
-Tell stories of ancient Greek and roman gods.
Who do you want to be when you grow up? Why?
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought
that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students in to help them develop ideas
and plans for their artwork.
Why do artists paint themselves?
Why is it important for an artist to understand the proportions of the human body?
Why are comic book characters still important today?
Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for
each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate.
Da Instruction - The teacher will... (Be specific about what concepts, information,
1,2,3) Continue with
Time
y 1 understandings, etc. will be taught.) Identify instructional methodology.
routine established for
1,2,3) 5 min
students. Create
familiarity in the art
4) 5-8
1.) Let students enter and get settled
room to focus
minutes
2.) Take attendance
concentration on
3.) Read mystery person
learning instead of
5-12) 15
4.) Introduce project objective: For our next assignment we are going to create idealized
organization
minute
versions of our future selves.
4) Students are given
13) 3 min
Discuss:
general idea of project
14) 3 min
-TQ. What do you guys think I mean by idealized versions of our future selves? What does
so they can begin to
15) 15
it mean for something to be idealized?
think within the context 16) 2 min
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-SA. The best version of ourselves when we grow up. The perfect versions of something
-TQ. Is the idealized version of something ever attainable? Does the perfect version of
something ever actually exist?
-SA. Absolute perfection is not real because everyone sees things differently. What is perfect
to me may not be what is perfect to the person next to me.
-TQ. Can any one think of an example of an idealized human? Are there any cultures that
focus on idealized humans?
-SA. Ancient greek/romans gods, Comic book superheros
*** Pre-assess level of student familiarity with Greek/roman art by asking:
-TQ. We have all learned a little bit about ancient Greek and Roman art, what are some
things we remember learning?
-Looking for students to say: Idealized body proportions
5) Hera
-Wife of Zeus
-All encompassing goddess of women and love
-Name translates to great lady
-Nurturing, protective mother to her people
- Shows us that there is both good and bad, dark and light within all of us. That we experience
both joy and pain, happiness and anger, love and hate, all emotions that are impossible to
avoid
Q- can any one guess who her modern day super hero equivalent would be?

of the lesson. Provoke

project relevant
brainstorming. Draw
upon existing
knowledge. Consider a
connection between art
history and
popular/familiar
culture.
5-12)
Make direct
connections between
historical myths they
have learned and stories
they are familiar with
from common culture.
Confirm for themselves
that the origins of the
superheros they are
familiar with were
directly inspired by
Greek mythology.

6) Wonder Woman: William Moulton Marston

-Artist intended to create a hero who would triumph not with fists or firepower, but with love.
-All the strength of Superman plus all the allure of a good and beautiful woman
-Stood for transformative justice, rehabilitation, regret and its role in civilization
-Magic lasso = lasso of truth
-Girdle of Venus = cures negative behavior with love
-Bracelets of Submission = deflect bullets and protect her from hard
http://www.uky.edu/Projects/Chemcomics/html/ww_21_c13_h.html
7) Zeus
-Born to lead
-King of the gods, most powerful of them all
-God of the sky and thunder
-When Rhea gave birth to her last child, Zeus, she managed to trick Cronus with the help of
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the Titans Uranus and Gaea. She gave her husband a rock in swaddling clothes to swallow, as
a substitution to her child, and sent Zeus away to the Greek island of Crete.
-Mother sent him to earth to be safely raised in secret by the Nymphs
-Has a disguise that allows him to walk among normal people
8) Superman
-Head of the Justice League
-Ability to soar over the large skyscrapers of Metropolis.
-Power of Super strength and X-ray vision
-Born on the planet Krypton, scientist father rocketed him to Earth to save him from Krypton's
destruction.
-Taken in and raised with a strong moral compass by a Kansas farmer and his wife
-Lived normal life as Clark Kent, a journalist for the Daily Planet
9) Hades
-Dark brother of Zeus and Poseidon
-Father loved to draw, Hades was not good at drawing so he became lord of the underworld
-Preferred the underworld and rarely left his kingdom
-Large part of his power comes from his riches
-None of the other Olympians really trust him
-Invisibility Helmut
10) Batman: Bob Kane
-Less powerful than Superman
-Lives in caves under his home
-Power is in his equipment and training (which are a result of his inheritance)
-Does not leave his bat cave unless he needs to
-Superman describes Batman as "the most dangerous man on Earth"
11) Poseidon
-Weapon of choice: trident
-God of the sea
-Could control the ocean and communicate with its creatures
-Difficult quarrelsome personality
-Greedy
12) Aquaman
-Ruler of Atlantis and the earths oceans
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-Powers of telepathy, super speed, and strength

-Ability to command ocean life and the water itself
-Survives on land and in deep water
13.) Discuss:
-TQ. Why are these characters still popular?
-SA. They are relatable
-TQ. If we are in art class, why did I just show you comic books?
-SA. Comic books are a form of visual art
-TQ. What is it that all superheros have in common?
-SA. Signature costume, color scheme, accessories, logo, virtue.
14) Explain project in more depth:
-We are going to superheros that represent idealized versions of our future selves. Think
about what you want to be when you grow up, who you want to become, and what you want
to stand for as a leader.
Project requirements
-Properly proportioned figure (ideal proportions or normal)
-Figure must take up majority of composition
-Costume must make sense with who superhero is
-Superpower must be communicated in drawing
-Superhero emblem that represents your hero
-Capability of super hero accessories must be communicated in drawing
-What super hero stands for must be clear
-Color scheme that makes sense with your hero
*I encourage you to draw your figure in a position other than standing and facing forward if
you would like to HOWEVER it must still be properly proportioned and take up majority of
the composition.
15) Ideation
-Sketch AT LEAST 3 different ideas for how to communicate your ideal self
- These can be 3 different ways to depict the same ideal self OR you can draw 3 different
super heros.
- Discuss ideas with me before beginning large drawing.
**DO NOT worry about accuracy of drawings in this stage, We will learn about proportion
and drawing the body next class period! These drawings are to help you brainstorm ideas for
what the best way to portray yourself would be.

13) identify common

thread among all
superheros.
Identify the
presence of art in
everyday visual
culture. Identify the
influence of art
history on popular
culture.
14) Consider art as a
means of symbolic
self expression for
themselves.
-Clarify expectations, allow
for opportunity to discuss
what is required of students
for this project and why
BEFORE they begin
coming up with ideas

15) Practice
brainstorming,
expanding upon
ideas, working
through ideas
completely before
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-If you are done sketching your ideal self ideas and I am talking to another student, pick your
favorite super hero idea and come up with 3 different ideas for that heros emblem
-If I am not talking to another student show me your ideas before starting on the emblem
- Choose and experiment with a medium. Pick from oil pastel, marker, crayon, colored pencil,
acrylic paint, water color OR any combination of the two
***If there is a medium you are really comfortable try PICKING A DIFFERENT ONE!

While you are working think about:

As a leader, what would you stand for?
How do you want people to see you?
What will you contribute to society?
How will you do that?

beginning a project.
-Practice presenting,
articulating, and defending
creative decisions
-Experiment with the
exploration of new
materials
-Practice using art as a
means of self expression
16) Maintain established
and predictable routine.

16) Clean up
-Put all work from today in folders
-Place folders on end of table
-Designate one person to collect all folders
-All folders are put away, I will call one table at a time to line up at the door

Da
y2

1.) Begin proportion comparison

-Show slide of full body photo of a regular man
While everyone else is doing this in their mini- sketchbooks have a student come up to the
white board and measure.
- Wow many heads tall he is
- How many heads wide his shoulders are
- Where is the middle of his body

1) Begin to visually
discover the standard
proportions of the body for
themselves. Visually
confirm for themselves the
difference between regular
human proportions and the
proportions of a super hero.

1) 10 min
2) 2 min
3) 3 min
4) 10
5) 15
6)3

-Show slide of Superman

While everyone else is doing this in their mini- sketchbooks have a student come up to the
white board and measure.

- Wow many heads tall he is

- How many heads wide his shoulders are
- Where is the middle of his body
-Show slide of Batman
While everyone else is doing this in their mini- sketchbooks have a student come up to the
white board and measure.
- Wow many heads tall he is
- How many heads wide his shoulders are
- Where is the middle of his body
2.) Discuss:
What did we notice?

Any difference between the superheros and the normal guy? Any similarities?
What makes Superman and Batman look like a superheros?
What is similar about these two?

2) Discuss observations as
a class, student are able to
learn from the observations
of their peers

While everyone else is doing this in their sketchbooks have a students come up to the white
board and measure.
-How many heads tall is she?
- How many heads wide are her shoulders?
-Where is the middle of her body?

3) Students learn that the

same difference between
real proportions and
idealized proportions is true
for females as well
-Begin to see that there is a
standard of human body
proportions that is the same
for all genders and body
shapes

4.) Introduce 8-heads rule. Discuss:

-TQ. What do we notice about the male and female proportions we all just looked at?
-TQ. What do the regular people have in common?
-TQ. What do the superhero proportions have in common?
-A. Men and women are both 8 heads tall, half of body length is legs
-Superheros are over 8 heads tall and have longer legs
Show slide of general male and female body proportions
-TQ. Why do men and women have such similar proportions if their bodies look so
different
-A. Skeletons are built the same

4) Discuss and confirm

class understanding of the
8-heads rule and how to use
it. Allow opportunities for
students to advocate for
their own learning by
asking questions and
discussing anything that
may not be clear about this
lesson

5.) Ticket out the door

-Using your notes, draw an accurately proportioned human whose height takes up the whole

5) Practice using proportion

as a measurement tool for
drawing. Solidify

3.) -Show slide of normal woman next to idealized proportions

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length of the paper.

-On your drawing I want you to label:
-How many heads tall the person is
-Where the middle of them is
-How many heads long are their legs are
-How many heads long their arms are
Da
y3

1.)
2.)
3.)
4.)

1)Let students enter and get settled

Take attendance
Read mystery person
Announce: If I have not yet seen your sketches, you need to discuss them with me
BEFORE class is over today.
5.) Work day. Every student should be working on their final project
6.) Clean up
-put work in folders
-place folders at end of table
-designate one person to collect and put away all folders
-dismiss one table at a time to line up at door

understanding of human
body proportions

1/2/3) Maintain established

and predictable classroom
routine.
4) Students practice
presenting, discussing, and
defending their own
creative decisions.
5) Students practice
persistence as they work
through the completion of
their project

DAY 4
1.)
2.)
3.)
4.)
5.)

Let students enter and get settled

Take attendance
Read mystery person
Work time
Clean up

DAY 5
1.) Let students enter and get settled
2.) Take attendance
3.) Read mystery person
4.) Work time
5.) Clean up
DAY 6: FINAL WORK DAY
1.) Let students enter and get settled

6) Maintain established and

predictable routine
DAY 4
1/2/3) Maintain established
routine
4) engage and persist in
creative process
5) Maintain established
routine
DAY 5
1/2/3) Maintain established
routine
4) Engage and persist in
creative process
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2.) Take attendance

3.) Read mystery person
4.) Work time
DAY 7: REFLECTION
1.) Reflective activity: part 1
- In your sketch book answer the following questions with AT LEAST 2-3 sentences
-What does this idealized self-stand for?
-Why is this idealized self wearing what they are wearing?
-Why are they wearing those colors?
-What does their emblem mean?
-What is there back-story? (What happened in their life to lead them to become the
superhero they are in your drawing?)
2.) Reflective activity: part 2
-Leave drawing at table and QUIETLY walk around the room to look at everyone elses
drawings
-Find a partner, DO NOT let them see your answers
-trade drawings
-Based on what you know from your partners drawing, answer the same questions you from
part 1
3.) Reflective activity: part 3
-Compare responses and discuss with partner:
-Was your partner correct or incorrect about anything?
-What was it about your drawing that led you partner to the conclusions they came up with?
4.) Discuss as a class:
-What were you able to guess correctly about your partners drawing?
-What were you wrong about?
-What was it about the drawing that made you either guess correctly or incorrectly?
-Whose was your favorite and why?
5) Cleanup
-Put sketchbook, finished project, and reflection in folder and place folder at the front of
the table.
-designate one student to collect folders and put them away
-dismiss one table at a time to line up at the door

5) Maintain established
routine
DAY 6
1/2/3) Maintain established
routine
4) Engage and persist in
creative process
5) Maintain established
routine
DAY 7: REFLECTION
1) Articulate artistic
decisions. Practice
literacy skills by
explaining artistic
decisions
2) Look at the work of
their peers. See
other ways students
were able to
interpret this
assignment. Begin
to analyze visual
cues presented in a
work of art. Make
connection between
artistic decisions of
another artist and
who the artist is
themselves
3) Discover how
visual cues can be
interpreted different
in ways, discuss
how and why
conclusions were
drawn about
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imagery included in
the art work
4) Share with class
what was
discovered during
partner activity
- Students learn by listening
to the discoveries made by
other students
5) Maintain established
classroom routine
Student reflective/inquiry activity:
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined
understandings precisely related to the grade level expectations. How will students reflect on their learning? A participatory activity that includes
students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)
Reflective activity
*part 1
- In your sketch book answer the following questions with AT LEAST 2-3 sentences
-What does this idealized self stand for?
-Why is this idealized self wearing what they are wearing?
-Why are they wearing those colors?
-What does their emblem mean?
-What is there back-story? (What happened in their life to lead them to become the superhero they are in your drawing?)
*part 2
-Leave drawing at table and QUIETLY walk around the room to look at everyone elses pictures
-When you are done, return to your original seat
-When everyone is done pick up your picture and find a partner from another table. Sit next to them. DO NOT let them see your answers
-While viewing your partners picture:
- In your sketch book answer the following questions with AT LEAST 2-3 sentences
-What does this idealized self stand for?
-Why is this idealized self wearing what they are wearing?
-Why are they wearing those colors?
-What does their emblem mean?
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-What is there back-story? (What happened in their life to lead them to become the superhero they are in your drawing?)
* part 3
-Compare responses and discuss with partner:
-Was your partner correct or incorrect about anything?
-What was it about your drawing that led you partner to the conclusions they came up with?
*Discuss as a class:
-What were you able to guess correctly about your partners drawing?
-What were you wrong about?
-What was it about the drawing that made you either guess correctly or incorrectly?
-Whose was your favorite and why?
Post-Assessment (teacher-centered/objectives as questions):
Have students achieved the objectives and grade level expectations
specified in your lesson plan?
-Is figure properly proportioned?
- Does figure must take up majority of composition?
-Does costume make sense with who superhero is?
-Is superpower must be communicated in drawing?
-Does superhero emblem that represents your hero?
-Do superheros accessories make sense for super hero?
-Is the super heros virtue clear?
-Does the color scheme make sense with who your hero is?

Post-Assessment Instrument:
How well have students achieved the objectives and grade level
expectations specified in your lesson plan? Include your rubric,
checklist, rating scale, etc.
-Is figure properly proportioned?
- Does figure must take up majority of composition?
-Does costume make sense with who superhero is?
-Is superpower must be communicated in drawing?
-Does superhero emblem that represents your hero?
-Do superheros accessories make sense for super hero?
-Is the super heros virtue clear?
-Does the color scheme make sense with who your hero is?
Rating scale
5. Exceeds expectation
4. Meets expectation
3. Could be improved
2. Below expectations

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically
address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes,
14

omissions, or additions to the lesson would you make if you were to teach again? (3) What do you envision for the next lesson? (Continued
practice, reteach content, etc.)
Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

8/9/14 Fahey

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