I used this unit in my Cartooning class, however it could probably also be adapted to potentially any other grade level.
9 sessions; 45 minutes per session
...identify the characteristics of a caricature cartoon and what makes it different from other cartoons.
...identify various professions that incorporate caricatures.
...practice exaggerating characteristics of a person to draw a caricature.
1. Caricature power point
2. Visual journal/sketchbook
3. Pencil & eraser
4. Markers (We used Chameleon markers for this assignment.)
5. Mat board
Day 1: Give presentation on caricatures. Discuss the characteristics of a caricature vs. a portrait vs. a cartoon.
Day 2: Students practice drawing caricatures of their classmates in class in their visual journals. They should also think about and decide what teacher or staff member they would like to do a caricature of for the final project and get multiple pictures of that person for next class.
Day 3-9: I have students send me the pictures of the teacher/staff member so I can print them for them to put in their visual journal as reference. We discuss each person and the features that could be exaggerated based on what the teacher is well known for (a certain pair of glasses, a hair style, things they say, etc.).
From there, students sketch an idea for their caricature in their visual journal before beginning the final product. At the end of the project, students are required to mat their artwork and eventually they give it to the teacher to keep.
I have attached a rubric for a celebrity caricature project. The rubric is basically the same that I used for this assignment. My students asked to do another caricature project so I altered the original rubric. This just shows that you could essentially do this project around any subject.
I have done a similar project with Pop Art at the elementary level and it was very successful. You could essentially even have them scan their finished drawings into Adobe Illustrator to digitize their characters.
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
Visual Arts Standard 2: Using knowledge of structures and functions
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life