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

Students use coloured pencils to create a superhero or superheroine whose special powers are used to protect the public from the Covid-19 virus.

120 Minutes

Language Arts
Mathematics
Visual Arts

#### Vocabulary

colour contrast pose shape symmetry

#### Materials

Crayola Marker & Watercolour Paper - 22.9 cm x 30.5 cm (9" x 12") Crayola Coloured Pencils Crayola Fine Line Markers - Black Crayola Sketchbooks - 1 per student Pencils Erasers

## Steps

### Step One

1. Follow the instructions on the Draw a Superhero worksheet to practice drawing a superhero pose. (Downloads - DrawSuperhero.pdf)
2. Use the spaces on the grid to draw correct proportions.

### Step Two

1. Brainstorm ideas in your sketchbook.
2. Think about what you want to include, e.g.,
- colour scheme
- belt
- cape
- logo and words
- etc.
3. Make notes as well as drawings.

### Step Three

1. Choose the ideas you like the best.
2. Make a good drawing in pencil.
3. Be sure to add all the details that show your superhero's powers.
4. Make the drawing fill the page.

### Step Four

1. Outline the drawing in black marker.
2. Choose a colour scheme.
3. Use coloured pencils to colour your drawing.
4. Build up layers of colour and gradually apply more pressure as you colour.

### Step Five

- What did you want to communicate in your work?
- What inspired you and how did you incorporate your ideas into your work?
- Why do you think your work is successful?

## Learning Goals

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.

## Extensions

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.

## Prepare

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.

## Introduction

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.

## Activities

### The Challenge

1. Design a Covid-19 superhero.
2. Draw a typical superhero pose.
3. Create a character that communicates strength and special powers.
5. Demonstrate technical accomplishment and creativity.
6. Support your ideas with evidence found in the designs.

### The Process

1. Make sure everyone understands the challenge.
2. Establish success criteria with your students, for example,
I know I am successful when I have:
- created a typical superhero pose
- used colours and details to communicate strength
- included elements that symbolize special powers
- outlined everything in black marker
- written an artist's statement about my work
- kept the finished work in good condition
3. Encourage students to let their imaginations flow.
4. Guide students through the steps outlined in this lesson plan.
5. Observe students as they work.
6. Provide individual assistance and encouragement.

## Sharing

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.

## Assessment

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.