DESIGN A COVID-19 SUPERHERO – Shape, Symmetry, Colour

Students will be able to:

• design a Covid-19 superhero;
• draw a typical superhero pose;
• create a character that communicates strength and special powers;
• write an artist's statement about their work;
• demonstrate technical accomplishment and creativity;
• Support their ideas with evidence found in the designs.

Have students:

• use the Powerful Posters lesson plan available on this website to create a poster to promote their superhero;
• work in small groups to video an infomercial about the feats of their superhero;
• share their videos and posters with other classes.

1. Gather, and make available, books about superheroes, for example, Wonder Woman Vol. 1: Blood (The New 52), by Brian Azzarello and Cliff Chiang; Superman Reborn (Rebirth), by Dan Jurgens, Peter J. Thomasi and Patrick Gleason; and Batman: Year One, by Frank Miller and David Mazzucchelli.
2. Encourage students to choose a superhero book to read and think about prior to beginning this lesson.
3. Download images of familiar superheroes from the Internet, for example, Superman, Batman, and Wonder Woman.
4. Download and photocopy the Draw a Superhero Pose worksheet - 1 per student. (Downloads - DrawSuperhero.pdf)
5. Download the Superhero Traits chart. (Downloads - SuperheroTraits.pdf)
6. Download and copy the Write an Artist Statement worksheet - 1 per student. (Downloads - WriteArtistStatement.pdf)

1. View images of the superheroes and discuss the characters with students.
2. List the characteristics of each superhero as students share what they know about them. For example, they:
   - have super powers
   - are physically fit
   - have special scientific knowledge, use gadgets, and have a secret identity
   - are brave, responsible, and fair
3. Ask students to share their favourite superheroes with the class, and tell what they like about that character.
4. Compare the character traits taught in school with the superhero traits. (Downloads – SuperheroTraits.pdf)
5. Ask students to explain what a character trait means for them and give an example, and then to tell what it means for a superhero, for example,
   - Respect – I am respectful when I am polite and treat others with consideration. For example, I wear a mask and physically distance to protect others as well as myself from Covid-19.
   - Superheroes are respectful when they treat ordinary people with consideration and dignity. For example, Superman helps Jim get a good picture for his newspaper after he missed his chance because he was too slow.
6. Discuss how superheroes sometimes use various gadgets and shields.
7. Discuss the idea that sometimes ordinary people can seem to be superheroes.
8. What would they do to make us think that? They would:
   - do something for the benefit of others not to make themselves look important:
   - do something extraordinary, not just their regular job;
   - do something risky on behalf of others;
   - be self-sacrificing - putting others before themselves;
   - be humble;
   - be courageous.
9. Introduce the challenge.

1. Place students into small groups.
2. Ask them to share their work and discuss the things that are especially effective and why. Talk about:
   - what they found satisfying about doing this project;
   - what they found challenging about doing this project and how they solved their problems;
   - what character traits they demonstrated as they worked through this project; and
   - what they can do to be a Covid-19 superhero themselves.
3. Invite some students to share their ideas with the whole class.

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their designs – speaks with a clear voice, looks at audience while speaking, points to areas in the design, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
4. Use a checklist to track progress. (Downloads – SuperheroDrawing_tracking.pdf)
5. Have students use the self-assessment form to evaluate their work. (Downloads – SuperheroDrawing_self-assessment.pdf)