Students in grades 9th-12th will learn about comic book art and the styling involved in creating comic art. They will create their own original, unlikely superhero, which is far different from any super hero ever created. Focusing on the obscure, artistic, and quirky side of comics and create an original cover for their comic book.
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THE PLAN
4 sessions; 50 minutes per session
1. SWBAT use the elements of art and principles of design in effectively creating an original superhero comic book cover.
2. SWBAT use inking and shading techniques in creating their picture.
3. SWBAT use original thought and interpretation of a basic profession or person in creating a new and unique superhero.
1. Show students examples of different superhero artwork, emphasizing shading, exaggerated lines, expressions, and movement.
2. You can give them some history on comics and their impact in America and the world today.
3. Let students break into groups to discuss ideas about what makes a good superhero and start to sketch out ideas for a cover of a comic book.
4. Stress the importance of being unique, they do not need to copy any existing superhero.
5. Have students sketch out their cover and use inking, color, and shading techniques.
6. Students will present their comic book covers to the class and explain their superheroes basic story and powers.
Students will be assessed based on their ability to accurately use shading, coloring, and proportional techniques in creating their drawing. Also on originality in their superheroes appearance and backstory.
My students have all really loved this project. Make sure you are guiding them with tips on ideas for good characters, reminders about shading techniques, and proper drawing of humans. This would be beneficial after teaching the students a lesson on figure drawing.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
Visual Arts Standard 2: Using knowledge of structures and functions
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
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