Teacher: Oscar Medina/Ron Smeidala

Duration: 1 week

Theme: Superhero

Grade level: Elementary

Rationale: For students to be able to understand and utilize the Elements and Principles of design to create a superhero. Learning Concepts: Vocabulary: Elements of Design: Shape, Form, Line, Value, Principles of Design: Proportion, Balance Back-story (origin) The students will review the vocabulary terms that are given to them and identify each term while the students observe a creation of a superhero. • Can you identify the Elements of Designs that are used to create a superhero? • Can you identify the Principles of Design that are used to create a superhero? • What is value? Can Line create value? • What shapes will you use to create your superhero? • What is the difference between Balance and Proportion? Motivation Activity: Xerox prints of Superhero characters, Xerox prints of human figure and ditto sheets to create cartoon characters, Teacher demonstration. Cultural Exemplars: Jack Kirby, Barry-Windsor-Smith Lesson objective(s) (Include as many as needed.) 1) The student will be able to learn, identify and utilize the Elements of Design. 2) The student will be able to learn, identify and utilize the Principals of Design. 3) The student will be able to learn the relationship of Line and Value. 4) The student will be able to utilize critical thinking skills to create a superhero of their own. TEKS (Texas Essential Knowledge and Skills) Include TEKs text as well as numbers and letters. (§117.11. Art, Grade 3. (a) Introduction. (1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills. (2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations. (b) Knowledge and skills. (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) identify sensory knowledge and life experiences as sources for ideas about visual symbols, self, and life events; and (B) identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks. (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create artworks based on personal observations and experiences; 1

(B) develop a variety of effective compositions, using design skills; and (C) produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions; (B) compare selected artworks from different cultures; and (C) relate art to different kinds of jobs in everyday life. (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) identify general intent and expressive qualities in personal artworks; and (B) apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists. Materials: The students will use the following: Paper, #2 Pencils, Ink Pen, Human figure sheet INSTRUCTIONAL INPUT The students will be shown several examples through Xerox print outs of various cartoon/comic book characters and the student will identify the Elements and Principals of Design used to create the character. The teacher will demonstrate how to use the Elements and Principals of Design to create a character and the students will follow along with the teacher during the demonstration. The students will be instructed by the teacher to create their own character with a back-story. • Can you identify the Elements of Designs that are used to create a superhero? • Can you identify the Principles of Design that are used to create a superhero? • What is value? Can Line create value? • What shapes will you use to create your superhero? • What is the difference between Balance and Proportion? • What is the back-story of your superhero? GUIDED PRACTICE: Day: 1 The students will be presented with a demonstration on how to use the Elements and Principals of Design to create a superhero via the Overhead Projector. The Students will follow along with the demonstration as the teacher presents. The students will then be given Xerox sheets with examples of the human figure needed to create their superhero’s body. INDEPENDENT PRACTICE: Days 2-4: The students will begin to work on their superhero utilizing the skills and techniques that were demonstrated in the teacher’s presentation. The students will also demonstrate that they mastered some of the Elements and Principals of Design. • Are you using the Elements and Principals of Design to create your character? • Are you using line to create value? • Does your character have a back-story? • What area are you having any difficulties with? CLOSURE (ART SHARING): Day 5: The students will present their characters to the class and explain their superhero’s back-story, what they enjoyed about the lesson and what they had difficulties with. • What is your superhero’s name? • What is your superhero’s power? 2

EVALUATION After the students have presented their superhero, they will begin to explain how the students felt about the process and the areas they had difficulty in while creating their characters. • Do you like the superhero you created? • What is it about your superhero that you like? • Is there anything that you would change about your superhero? • Why did chose to give your superhero the powers that they have?

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