THE SUPERHERO IN YOU – Character Traits, Form, Colour

Students will be able to:

• use mathematical thinking to design and create a character trait shield that includes geometric shapes;
• use painting techniques to create contrast and texture;
• analyse superheroes;
• compare superhero traits with the character traits they learn in school;
• work collaboratively to solve problems; 
• demonstrate technical accomplishment and creativity.

Have students:

• collaborate in small groups to create a dramatization that demonstrates one of the character traits;
• use their shields as props in their dramatization;
• video their performances;
• share their videos with others.

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. If time permits create a sample shield of your own.
5. Place students into small groups so they can help each other, and share ideas and materials.

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 held the door open for a parent volunteer.
   - 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. 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
   - how they will use their shield.
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 the shields – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
3. Have students complete a written reflection. Ask them:
   - What worked well in your artwork? What do you see that makes you say that?
   - What would you change or do differently next time?
   - What did you learn about yourself as you worked through this project?
   - What do the Superhero character traits mean to you?
4. Use a checklist to track progress. (Downloads – Superheroes_tracking.pdf)
5. Have students use the self-assessment form to evaluate their work. (Downloads – Superheroes_self-assessment.pdf)