KRISTIN GANTZ

Big Idea: Heroes and Heroines

Grade Level: Upper Elementary (originally designed for 4th grade)
Standards for this unit are embedded in the lesson outlines below.
RATIONALE and GOALS FOR THIS LESSON:
This lesson is important to not only expose students to graphic design media, but
to allow them to identify meaningful relationships in their own lives and use them
as one form of inspiration in art-making experiences.

This lesson provides opportunities for meaningful art-making experiences that

will also supply students with basic knowledge of graphic design processes.

ENDURING BIG IDEA: (Define the BIG IDEA)

The big idea being investigated in this lesson is heroes and heroines. Students
will explore the characteristics and traits that define such figures, different ways
in which those figures are portrayed, and how the idea can be used in art-making
experiences.

Students at the elementary age are naturally very interested in this big idea. This
attraction exists for young students because they are inspired by and aspire to be
like many public figures, characters, and people in their own lives. Identifying this
attraction connects the big idea to the art-making experience, and allows
students to search for further examples in artwork and artist themes.

ESSENTIAL QUESTIONS:
What is a hero or heroine? What characteristics do they have?
Who can be a hero/heroine?
Why are heroes/heroines important?
How can you use the idea of heroes/heroines for art-making inspiration?
KNOWLEDGE BASE, KEY CONCEPTS, and OBJECTIVES:
Students will be able to identify and define a portrait.
Students will be able to create a grid to increase or decrease the size of an
image.
Students will be able to explain proportion, and identify when drawings are
proportional or not.
Students will be able to identify artwork created by Andy Warhol, Chuck Close,
Paul Klee, and Vincent Van Gogh.
Students will be able to identify various color families.
Students will be able to explain the work of a graphic designer.
Students will be able to identify symbols and logos and explain the concept each
represents.

VOCABULARY:

Analogous colors
Andy Warhol
Animation
Cartoon
Color
Chuck Close
Complimentary colors
Cool colors
Graphic designer

Grid drawing
Hero/Heroine
Intermediate (Tertiary) colors
Line
Logo (Emblem)
Onomatopoeia
Pattern
Paul Klee
Portrait

Primary colors
Proportion
Roy Lichtenstein
Secondary colors
Shape
Symbol
Vincent Van Gogh
Walt Disney
Warm colors

LESSON SEQUENCE - LESSON VIGNETTES:

Standards
VA: Cr1.1.3
ISTE 1A
ISTE 1B
ISTE 4D

Major Learning Activities:

Introduce Big Idea and Essential Qs
Activity: Defining Hero Discussion
Objective: To begin the unit, a class discussion will take
place for students to start thinking about heroes and
heroines. Essential questions will be used to prompt
student-led inquiry:
What is a hero or heroine? What characteristics
do they have?
Who can be a hero/heroine?
Why are heroes/heroines important?
How can you use the idea of heroes/heroines for
art-making inspiration?

Lesson 1: Exploring the Big Idea

Activity: Portrait of a Hero
Objective: Students will be able to use basic knowledge
of proportion to recognize and create portraits with
realistic dimensions.

VA: Cr2.2.4

Skill-Building: Learning About Proportion, part I

Activity: Proportion demo and practice
Objective: Students will be able to describe proportion
and compare portraits that use the design concept
effectively.
Students will practice creating proportional portraits in
their sketchbooks.

21st C Skill
Critical
Thinking
Creativity
Communication
Collaboration

ISTE 3A
ISTE 3B
ISTE 6B

VA: Cr1.1.4
VA: Cr2.2.4
VA: Re8.1.4

VA: Pr5.1.4
ISTE 6B
ISTE 5C
ISTE 1B

Pre-Thinking:
Activity: Who is your hero/heroine?
Objective: Students will select someone who they
admire or aspire to be.
The person may or may not be famous, and may or
may not be realistic, but must be human for the
successful integration of the design techniques.
Students will then brainstorm the qualities of this
person that are admirable using a web diagram.
Students will write a brief description explaining their
selection of a hero.
Resources: Popplet may also be used for the
brainstorming piece. Voice Thread and Dragon Dictation
can also be used for the artist explanation.
Product:
Activity: My Hero, Part I
Objective: Students will use newly acquired knowledge
of proportion to draw a portrait of their hero.
After creating the portrait, students will look at finishing
techniques inspired by Andy Warhol, Chuck Close,
Paul Klee, and Vincent Van Gogh.
Artists will select a finishing technique and explain the
connection between the technique and their selected
hero.
Resources: Images of portraits created by the artists
mentioned above.
Assessment:
Activity: Artist Reflection
Objective: Students will reflect on their chosen subject to
create an artist statement.
Who did you select as your hero/heroine? Why did
you select that person?
What characteristics do they have that you admire?
What finishing techniques did you use? Why? How do
those finishing techniques enhance your subject?
Resources: Dragon Dictation or Voice Thread may be
used to create the artist statement. A QR code may then
be developed to accompany the artwork for display.

Lesson 2: Exploring the Big Idea

Activity: Using proportion and grids
Objective: Students will be able to describe proportion
and use a grid to increase or decrease the size of an
image
Students will learn about the life of artist Walt Disney
and how he acquired fame.
Students will discuss the difference between
comics/cartoons and animations, two different creative
career paths.

ISTE 2A

VA: Re9.1.4a

ISTE 3A
ISTE 3B
ISTE 6B

VA: Cr2.2.4

Skill-Building: Learning About Proportion, part II

Activity: Grid demo and practice
Objective: Teacher will explain the drawing technique of
grids and demonstrate how to use them.
A screen-cast of the demonstration is used for
students who are absent.
Students will practice using a grid in their
sketchbooks.
Pre-Thinking:
Activity: Selecting heroic characters
Objective: Students will explore the personality and
qualities that define various Disney characters
Students will then brainstorm the qualities of this
person that are admirable using a web diagram.
Students will write a brief description explaining their
selection of a character.
Resources: Popplet may also be used for the
brainstorming piece. Voice Thread and Dragon Dictation
can also be used for the artist explanation.
Product:
Activity: My Hero, Part II
Objective: Students will apply newly acquired knowledge
to create an enlarged grid drawing of their selected
character.
Students will grid a 2 x 3 image of a character using
increments.
Students will grid an 8 x 12 piece of paper using 2
increments.
Students will use provided viewfinders, if desired, to
block out all but one square at a time for viewing.
Students will transfer the details from the small image
to the large paper using appropriate proportion.
Students will finish the work by adding color with
colored pencils.
Teacher may also need to demonstrate how colored
pencils may be blended to create most appropriate
color for some characters. A screen-cast would be

Critical
Thinking
Creativity
Communication

very effective for this demonstration, as students will

finish drawing at various different times.

VA: Pr5.1.4
ISTE 6B
ISTE 5C
ISTE 1B

Assessment:
Activity: Artist Reflection
Objective: Students will reflect on their chosen character
to create an artist statement.
Who did you select as your hero/heroine? Why did
you select that character?
What characteristics do they have that you admire?
How did you create the drawing of this figure? How
can you use the same design technique in the future?
Resources: Dragon Dictation or Voice Thread may be
used to create the artist statement. A QR code may then
be developed to accompany the artwork for display.

Lesson 3: Exploring the Big Idea

ISTE 1A
ISTE 1B
ISTE 4D

ISTE 3A
ISTE 3B
ISTE 6B

VA: Cr1.1.4
VA: Cr2.2.4
VA: Re7.2.4

Activity: Exploring Graphic Design, part I

Objective: Students will begin exploring the art-making
medium of graphic design.
Teacher will first introduce examples of graphic design
in daily life using a Prezi. Packaging, labels, fonts,
logos, billboards, and many more examples should be
provided so students are aware of the unlimited
examples of graphic design possibilities.
This Prezi will also identify the various creative career
paths available with graphic design skills.
Students will then identify as many examples of
graphic design as possible in the classroom.
Resources: Popplet may be used for the brainstorming
activity.
Skill-Building/Pre-Thinking: Color Theory
Activity: Using Color in Graphic Design
Objective: Students will identify the visual effects of
specific color combinations.
Students will identify various color families (primary,
secondary, intermediate/tertiary, analogous, warm &
cool) with a sketchbook activity
Students will discuss their own reaction to the different
color families.
o Which colors change your mood? (Sad, happy,
angry, calm?)
o Which colors grab your attention?
o Which colors feel energized? Which feel peaceful?
o Which colors feel playful? Elegant?
Skill-Building/Pre-Thinking: Pattern
Activity: Using Pattern in Graphic Design

Critical
Thinking
Creativity

VA: Re7.1.4
VA: Re7.1.4

VA: Cr1.1.4
VA: Cr2.2.4
VA: Re7.1.4
VA: Re7.2.4

VA: Pr5.1.4
ISTE 6B
ISTE 5C
ISTE 1B

Objective: Students will identify the visual effects of

patterns in graphic design.
Students will identify various color families (primary,
secondary, intermediate/tertiary, analogous, warm &
cool) with a sketchbook activity
Students will discuss their own reaction to the different
color families.
o How do patterns draw your attention?
o Do different lines, shapes, or colors in a pattern
change the way you view an image?
o How do patterns lead your eye around an image?
o How do patterns add to or take away from the
image?
Product:
Activity: Visual Onomatopoeia
Objective: Students will explore combinations of color
and pattern to create a mood, feeling or emotion that
accompanies onomatopoeia.
Students will look at artwork of Roy Lichtenstein:
o In the Car, 1963
o Whaam!, 1963
o R-R-R-R-RING!!, 1962
o Sweet Dreams Baby, 1965
o BLAM, 1962
o Grrrrrrrrrrr!!, 1962
Students will brainstorm several words that describe
sounds in heroic situations.
Students will choose onomatopoeia to illustrate
visually.
Students will create a unique lettering style for their
chosen sound, creating font as a true graphic
designer.
Students will paint colors and patterns to enhance the
mood, emotion, or feeling that relates to the
onomatopoeia.
Assessment:
Activity: Artist Reflection
Objective: Students will reflect on their chosen
onomatopoeia to create an artist statement.
What sound did you choose to design as
onomatopoeia? Why?
How do the colors and patterns enhance the mood or
feeling of the onomatopoeia youve chosen?
How can you use color families or patterns in your
future art experiences?
Resources: Dragon Dictation or Voice Thread may be
used to create the artist statement. A QR code may then
be developed to accompany the artwork for display.

Lesson 4: Exploring the Big Idea

ISTE 2A

VA: Cr1.1.4

VA: Cr2.1.4
VA: Re7.2.4

ISTE 3A
ISTE 3B
ISTE 6B

VA: Cr2.2.4
ISTE 6B
ISTE 5C
ISTE 1B

Activity: Exploring Graphic Design, part II

Objective: Students will use their newly acquired
knowledge of graphic design to create a unique logo or
emblem for their own original hero.
Skill-Building: Learning About Symbols
Activity: Discussion of symbols
Objective: Students will be introduced to symbols as
objects that represent, stand for or suggest
another idea, visual image, belief, action or
material entity.
Symbols take the form of words, sounds, gestures,
ideas or visual images and are used to convey other
ideas and beliefs.
As a class, students will brainstorm various symbols
seen in daily life (stop signs, traffic cones,
smiley/frowney faces, recycle, cut on the dotted line,
etc.)
Students will also discuss logos used in a similar
manner for brand identification (Nike, Under Armor,
Starbucks, McDonalds, Pepsi, QuikTrip, Olympics,
PlayStation, etc.)
Students will again identify as many examples of logos
and symbols as possible in the classroom.
Pre-Thinking:
Activity: An Original Emblem
Objective: Students will brainstorm characteristics and
qualities they would most desire to contain as a hero.
Students will apply previous knowledge of graphic
design, color theory and patterns to create a unique
logo for their chosen hero.
Resources: Popplet may be used for the brainstorming
activity.
Product:
Activity: An Original Hero
Objective: Students will create a portrait of themselves
as a hero using previously acquired knowledge of
proportion.
Students will accompany their portrait with the original
emblem chosen from the pre-thinking activity.
Students may decide to collaborate with other
students to form a team of heroes. In this case, artists
will have to work together to combine efforts for the
most effective team emblem.

VA:Re7.1.4a

Assessment:
Activity: Artist Reflection
Objective: Students will reflect on their final art
experience to create an artist statement.
What colors and patterns did you choose to use in
designing your heros emblem? Why?
How do the colors and patterns symbolize the
strengths or skills of the hero youve created?
Resources: Dragon Dictation or Voice Thread may be
used to create the artist statement. A QR code may then
be developed to accompany the artwork for display.

Final Assessment:
Students will participate in a final summative evaluation
of their learning, delivered by Kahoot. This evaluation
will assess their knowledge of terminology, vocabulary,
and artist identification.

ASSESSMENT/RUBRIC: These art experiences are assessed similarly to provide

students with consistency and expected outcomes. With classroom management at
student success the elementary level, it is most effective to have somewhat predictable
outcomes and routines. Because students are being intellectually challenged with the
big idea and design concepts, formative assessment for this unit will be applied with
artist statements and individualized reflection. One summative assessment at the end of
the unit will be applied to assess knowledge of design terminology, vocabulary, and
artist identification.
STUDENT ENGAGEMENT AND ADAPTATIONS FOR SPECIAL NEEDS:
How will you differentiate for your diverse classroom population? Additional materials
and resources may be needed for diverse student learners. These materials are listed
below.
How will you keep students engaged? Providing students many options for finishing
their work will create opportunity for unique, individualized experiences. Allowing for
choices to be made generates student engagement with the chosen media.
What will you do to challenge students who are highly talented? What have you planned
for those who finish early? Students who are highly talented or who finish early may be
given additional work to fulfill the requirements of this project. Perhaps they must
demonstrate two different moods or emotions and compare the different colors and
patterns needed to effectively portray those feelings.

MATERIALS, TEACHING RESOURCES/REFERENCES:

Lesson One:
9 x 12 drawing paper, 80 lb.
Colored pencils
Crayons
Markers
Lesson Two:
2 x 3 images of Disney characters
8 x 12 drawing paper, 60 lb.
Colored Pencils
Color Sticks (by Crayola)

Oil pastels
Sharpies
Small squares of bleeding tissue paper

Rulers
Sharpies
2 x 3 viewfinder, with square
window

Lesson Three:
9 x 12 drawing paper, 80 lb.
Sharpies

Tempera

Lesson Four:
8 x 12 drawing paper, 60 lb.
Colored Pencils
Crayons

Markers
Sharpies

Additional materials may be needed for students with special needs. Depending on the
students abilities, the following materials may be beneficial for the art experiences
above:

Larger sized paper

Larger pencils or crayons
Scented markers
Slick Sticks, or oil pastels in a plastic
twistable shell

Texture plates
Transparent cellophane
Triangular shaped colored pencils or
crayons

TEACHER REFLECTION: The teacher will know this lesson is successful and
meaningful through student reflections and artist statements. He or she will also be able
to use the data derived from Kahoot in order to know what terms and facts students will
take away from this unit of study, and to better prepare for the next time the unit is
taught.