LESSON PLAN # 1 Days: 3

Teacher:​ Dana Katz

Lesson Title: ​The Superhero In Me Action Drawings
Grade Level: ​First and Second

Central Focus: ​Using a combination of Kehinde Wiley and everyday superheroes as

inspiration, students will create a representational superhero with a related pattern background,
demonstrating knowledge of proportion and form.

IL Art Learning Standards:

CREATING: Anchor Standard 1 and 2: Organize and develop artistic ideas and work.
Investigate, Plan, Make: VA:Cr1.2.1 ​Use observation and investigation in preparation for
making a work of art.
● In this lesson, students will meet this standard by practicing drawing the human figure
through observational drawings of classmates in superhero poses.

Investigate: VA:Cr2.1.1 ​Explore uses of materials and tools to create works of art or design.
● In this lesson, students will meet this standard by creating a pencil drawing of a
superhero, outlining it in sharpie, and adding color with markers.

Reflect, Refine, Continue: VA:Cr3.1.2 ​Discuss and reflect with peers about choices made in
creating artwork.
● In this lesson, students will meet this standard by writing about their artwork and
describing their process to their peers.

RESPONDING: Anchor Standard 8: Construct meaningful interpretations of artistic work.

Perceive: VA:Re8.1.1 ​Identify subject matter and describe characteristics of works of art.
● In this lesson, students will meet this standard by looking at and describing different
pieces of art by Kehinde Wiley.

Objectives: Illinois Fine Art

Standards

Objective I:
Given a pencil, 9x12” white drawing paper, and a movable figure VA:Cr1.2.1
doll, students will create eight mini figure sketches giving special
attention to the different parts of the body.

Objective II:
Given a 9x12” sheet of drawing paper, pencil, movable figure VA:Cr2.1.1
dolls, and markers, students will create a detailed sketch of a
figure demonstrating their knowledge of the figure.
 Objective III: VA:Re8.1.1
Given a discussion about complementary colors, pattern and an
introduction of Kehinde Wiley’s artwork, student will incorporate
a complementary color scheme for their outfit and background.

Instructional Resources and Materials:

Ladybug projector, Superhero Powerpoint, Kehinde Wiley Powerpoint, Movable figure dolls.

Art Materials for the Lesson:

White 9x12” drawing paper, pencils, posable figure dolls, markers.

Management and Safety Issues:

This lesson will require basic management of students and their behavior. Students should be
carefully observed to ensure that they are using their materials appropriately.

Vocabulary:
● Day One
○ Figure:​ ​A person's bodily shape.
○ Figure Drawing: ​Drawing of the human form in any of its various shapes and
postures using any of the drawing media.
○ Gesture Drawing: ​Laying in of the action, form, and pose of a model/figure.
○ Movement: ​An act of changing physical location or position or of having this
changed.
○ Stick Figure: ​Simple drawing of a person or animal, composed of a few lines,
curves, and dots.
○ Hero: ​A person who is admired for their courage, outstanding achievements, or
noble qualities.
○ Volume: ​The amount of space that a substance or object occupies.

● Day Two
○ Complementary Color Scheme: ​Color schemes use colors that are opposite of
each other on the color wheel.
○ Details: ​An individual feature, fact, or item.
○ Foreground: ​The part of the view that is nearest to the observer.
○ Proportion: ​A part, share, or number considered in comparative relation to a
whole.

● Day Three
○ Background: ​The ground or pets, as of a scene, situated in the rear.
 ○ Kehinde Wiley: ​Kehinde Wiley (born 1977)is a New York City-based portrait
painter who is known for his highly naturalistic paintings of African-Americans
and intricate patterns.
○ Representational:​ ​Relating to or denoting art that aims to depict the physical
appearance of things.
○ Pattern: ​a repeated decorative design.

In-Class Activities:
Time Learning Activities Purpose

5 Day 1: Orientation/Engagement/Motivation​: This activity will provide

min Begin the lesson by discussing with students what students with an
figure drawing is and how it relates to superheros. introduction of figure
● Has anyone ever heard of the word figure? drawing and provide the
● Where have you heard it before? (Action teacher with information
Figure, Human Figure) about their background
● What do all those types of figures have in experience with it.
common? (They move)

For our next project we are going to be turning

ourselves into superheroes! Superheros are always
moving and when we see pictures of them, they are
always in action. Similar to action figures. In order to
draw ourselves as superheros, we first need to learn
how to draw the figure.

10 Day 1: Presentation/Explicit Instruction​: Students will start to

min Have students write their name in the top corner of a engage in the activity and
white sheet of drawing paper. Have them fold their discuss what they will be
paper once like a hamburger, and again like a doing, describing the
hamburger, so they have four different sections. process and different
● Does anyone know what a stick figure is? types of figure drawings.
(Drawing of a person using lines and shapes)
Have a student come up and try to draw one.

Pose like a stick figure.

● Is this how people normally stand? (NO!)
● Why not?
Typically we are standing and bending out arms or
legs. We don’t really ever just stick our arms or legs
 are straight, and superheros rarely do that unless they
are flying or reaching toward the sky.

Explain to students that people have a lot of different

bones, and while we sometimes like to draw arms with
one line, there are actually three parts that we can
draw…. Upper arm, lower arm and hand. To start we
are going to practice drawing using stick figures.

Do a quick demonstration of an example more detailed

stick figure.

15 Day 1: Guided Practice/Feedback: Students will begin

min Once everyone has folded their paper, select a student participating in the
to be the model for the class. They can select a activity, focussing on
superhero pose that they can hold for a minute. Set a learning to draw figures
timer and have students try to draw the figure in one and discussing their work
section. with classmates.

Have the student select a classmate of the opposite

sex to be the next model. Students should again draw
a stick figure version in a one minute time span.

For the next two, have students add volume to their

figures. Talk about the shapes of the body that
students can use. Exp. Circle or Oval for head,
Rectangle for neck. Set the timer for one minute and
have them draw.

For the final one, set the timer for two minutes and
have students try to slow down to draw.

Early finishers can turn and share with someone sitting

near them.

10 Day 1: Independent Practice/Exploration​: During this activity,

min Pass out movable figure dolls. Have students work students will work
with one or two other people to select a pose for their collaboratively with
movable doll. Give them one minute to pick the pose classmates to select
and one more minute to draw. They can do this three poses and practice
times to fill the rest of the sections (front and back). drawing the figure.
 10 Day 1: Closure Students should learn to
min Students should clean up by putting their drawings in be independent and in
their classroom folder and returning the figure dolls to charge of their own clean
the front. up.

Pick an artist of the week and let them pick between

● Three blue tickets
● Prize box
● Sit by a friend next week

Call quiet tables to line up.

5 Day 2: Orientation/Engagement/Motivation​: Students will watch a

min Introduce the lesson with a preview for Incredibles. video of the Incredibles
to gain ideas for poses
Talk about what they noticed about the superheroes in for their own superheros.
the preview and the different poses they saw.

10 Day 2: Presentation/Explicit Instruction​: During this presentation,

min Move through the powerpoint discussing different students will go through
superheros and the action poses they stand in. images

Discuss with students what Complementary Colors are

and explain that they will be using them to select an
outfit and background for their character. (Outfit is
mainly one color and pattern background will be the
complement.)

5 min Day 2: Guided Practice Feedback: Students will learn to

Have students work in pairs to pose their movable work collaboratively with
figure. Superhero handouts can also be passed out for a partner to select a
students to draw from. pose, or select a pose
from the various
worksheet superhero
examples.

30 Day 2: Independent Practice/Exploration​: Students will begin

min Once they agree on a pose, they can begin drawing participating in the
their superhero, and adding details, and color to their activity.
figures.

10 Day 2: Closure Students should learn to

min be independent and in
 Students should clean up by returning putting their charge of their own clean
drawings in their classroom folder. up.
● Time the students using a visual timer on the
screen (3 Minutes).

Pick an artist of the week and let them pick between

● Three blue tickets
● Prize box
● Sit by a friend next week

Call quiet tables to line up.

5 Day 3: Orientation/Engagement/Motivation​: Students will learn about

min Begin the day be presenting students with a Kehinde Kehinde Wiley and
Wiley PowerPoint. respond to his artwork
● Has anyone ever seen this artwork before? before noting the poses of
● What do you think the artist is trying to say with his figures and patterns in
his work? the background.

10 Day 3: Presentation/Explicit Instruction​: Students will learn and

min Continue moving through the Powerpoint, introducing respond to artwork by
the artist to students and the intention behind his work. Kehinde Wiley.

He takes everyday people and paints them in powerful

poses, replacing figures from the past, and making the
new figure look like a hero.

He adds decorations to his background in the form of a

pattern, which we will also be doing.

15 Day 3: Guided Practice/Feedback: Students will learn to talk

min Show students an example of a patterns and discuss about patterns and ideas
some other ideas that students can create for their they have for
superhero based on their interest. incorporating them into
their picture.

10 Day 3: Independent Practice/Exploration​: Students will begin

min Pass out pattern worksheets and have students begin participating in the
creating a pattern background for their superhero. activity.

10 Day 3: Closure Students should learn to

min Students should clean up by returning putting their be independent and in
drawings in their classroom folder.
 ● Time the students using a visual timer on the charge of their own clean
screen. up.

Pick an artist of the week and let them pick between

● Three blue tickets
● Prize box
● Sit by a friend next week

Call quiet tables to line up.

Superhero Figures Rubric

Level 4 Level 3 Level 2 Level 1

Figure Drawing Drawing Drawing somewhat Drawing does not

demonstrates demonstrates demonstrates demonstrate learned
exceptional knowledge of figure knowledge of figure knowledge of the
knowledge of figure by showing the showing some of figure and shows
by showing the entire body, the following only a head, body,
entire body, including the head, feature; head, neck, arms, and legs.
including the head, neck, upper arm, upper arm, lower
neck, upper arm, lower arm, hands, arm, hands, torso,
lower arm, hands, torso, upper leg, upper leg, lower leg,
torso, upper leg, lower leg, and feet. and feet.
lower leg, and feet.

Details Drawing includes Drawing includes Drawing includes Drawing does not
many details details some details include details

Pattern Unique and creative Creative pattern Creative pattern Pattern background
pattern background background that background that does not relate to
that relates back to relates to superhero. somewhat relates to superhero.
superhero. superhero.

Use of Superhero and Superhero and Superhero and Superhero and

Complementary background background background background do not
Colors demonstrate an demonstrate an somewhat demonstrate and
exceptional understanding of demonstrate an understanding of
understanding of complementary understanding of complementary
complementary colors. complementary colors.
colors. colors.

Craftsmanship Final piece is Final piece is Final piece is Final piece is not
complete and complete and somewhat complete complete and does
reflects exceptional reflects care. and reflects care. not reflect care.
care.

Use of Tools All tools are used All tools are used Tools are somewhat Tools are not used
with extreme care. with care. used with care. with care.

Participation Effective use of Class time used Class time used Class time wasted
class time, well, and work somewhat well and and rarely helps
participation, and space kept clean. sometimes helps to clean up.
cooperative clean clean up.
up.

Originality Project reflects Project somewhat Project reflects Project does not
personal interests reflects personal personal interests, reflect personal
and is completely interests and is but is not original. interests, and is not
original. somewhat original. original.
Day 1 Early Finishers Activity or Pre Assessment
Create your own patterns! Select 
cool, calming colors. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Day 2 PowerPoint
Day 2 Superhero Examples  

Superhero
Pose Ideas
Day 3 Pattern and Poses PowerPoint
Day 3 Pattern Ideas
Name: ______________________ Room #: __________

Superhero Name 

Super Powers  Weaknesses 

 
 
 

Name: ______________________ Room #: __________

Superhero Name 

Super Powers  Weaknesses 

 
 
 
Examples of Final Pieces