My Superhero World: 4th Grade

In this unit, students work independently and collaboratively to create their own
superheroes which will work together to defeat a common problem. These problems are listed
off by the students during a group discussion so that they are issues that the students feel
strongly about. We also talk about empathy and the discussions surrounding these topics need
to be appropriate since they don't know who might be going through any of these situations or
who has gone thought these situations in the past. If conversation becomes inappropriate and
littered with jokes, I shut it down immediately and address it with the class, not singling out the
student but rather using it as a learning opportunity.
The first lesson begins with a class discussion where we cover what a superhero is and
what it takes to be a superhero. We transition into the students listing problems they see or
know about within their community or surrounding world. The students then receive a topic for
their table to “battle” and they need to design three superheroes. The students then hold a
critique within their group covering their three rough sketches before they settle on a hero to
design in full for their final. The students had never conducted a critique before and were not
quite sure how to go bout it. I held up my worksheet and allowed the group to critique it. This
showed the students what was appropriate to say without fear of being too harsh towards
another student during their first time. They then broke into groups and began the crit process.
Some students were hesitant to show their work because they were unsure of their drawing
abilities but overall, classes were extremely engaged and had to be reminded to keep their
voices at an appropriate level because as they would become more excited, they would become
louder.
The next lesson is for them to create their hero to the best of their ability using a variety
of materials. This tends to get a bit messy and in result needs longer for clean up, but the
students really enjoy the opportunity to use such a variety in one project that the engagement is
worth the time loss at the end. This is also the portion that they will be relating to the principles
of design. The first class I taught this to, I tried to have them choose two as they were designing
the rough sketches but many did not understand it and got caught up on this. The next class I
decided that it might be easier to do after they have completed their final. The principles of art
also seem to be a little too abstract for them to apply themselves at this point but are easier for
them to point out from a solidified piece of work.
Originally I had taught this to third grade but decided that it was above their zone of
proximal development and decided to reteach it to the fourth graders. The fourth graders are
able to digest the assignment better and it seems to be an appropriate switch with the grade
levels. The fourth graders also benefit from the group experience as they tend to be less
empathetic and have a lower ability to successfully collaborate with one another.