1 / 12 Name: Aurora Macek

DAILY PLAN
Lesson Title: Superhero Design Part I Grade Level: 9-12

Concepts and Skills:

Concepts- Body image, unrealistic proportion, media portrayal of men/women, form,
origin story, narrative, constructing concepts, creating environments, presentation.
Skills- Armature building, form building, manipulation of wire and metals, use of wire
cutting tools, manipulation of sculpey modeling clay, texture making, acrylic painting.

Vocabulary:
Proportion, size, scale, dynamic line, static line, form, texture, base, color, emphasis,
armature, sculpey.

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr1.1.III, VA:Cr1.2.II, VA:Cr2.2.III, VA:Cr2.3.III, VA:Cr3.1.III, VA:Pr4.1.I,
VA:Re7.1.III, VA:Re7.2.III, VA:Re8.1.II, VA:Cn10.1.III, VA:Cn11.1.II

Overall Lesson Objective:

Given a presentation on stereotypical body proportions of superheroes, students will
successfully create their own superhero who’s design reflects their superpower and
does not follow stereotypical body proportions presented to viewers by the comic book
industry.
Given sketch paper, color pencil, pens, and a prompt, students will creatively
conceptualize their own superhero and plan their home environment, their origin
story, and design a hero costume that accentuates their hero’s characteristics.
Given aluminum foil, wire, wire cutters, plyers, wood bases, and acrylic paint, students
will construct an original sculpture of a superhero and present it on a base that reflects
their hero’s story.
Daily Objectives:
Given a presentation on superheroes, a questionnaire, and a prompt, students will
actively participate in a class discussion and brainstorm ideas for their superhero
design and construction.

Assessment Criteria:
Character Design
Originality/ Creativity
Craftsmanship/ Form
Presentation/ Environment
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Presentation on superheroes, research on superheroes body types, whiteboard,
Projector, Oven/Kiln.

Art Materials Necessary for the Lesson:

Sketch paper, wooden bases, wire, wire cutters, plyers, aluminum foil, sculpey, acrylic
paint.

Teacher Activities Student Activities

Introduction (10 min):

Gather students for presentation on super Get out writing utensil to fill out packet
heroes. Bring them to room with projector along with presentation.
and seats.

Development (25 min):

Show students presentation on superheroes. Participate in class discussion.

Ask students to draw connections about
physical characteristics of superheroes, then Fill out packets along with presentation.
ask students to compare and contrast the
character designs of men to women.
Point out unrealistic body expectations. Brainstorm ideas for your own super
Ask students if they had ever noticed heroes.
unrealistic body proportion before.
Show students world class athletes so they
can see body proportions.
Ask students how they could create their Bring a concept and an origin story for
own heroes that didn’t follow the heroes so that sketches for heroes may
stereotypical body proportions presented to begin tomorrow.
viewers by the comic book industry.

Conclusion (10 min):

Return writing utensils and take packets
Ask students to take packets home and home to brainstorm ideas.
brainstorm ideas for their own superheroes.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Might have to go over packet with students to make sure that they are using formal language.
2 / 12 Name: Aurora Macek
DAILY PLAN
Lesson Title: Superhero Design Part I Grade Level: 9-12

Concepts and Skills:

Concepts- Body image, unrealistic proportion, media portrayal of men/women, form,
origin story, narrative, constructing concepts, creating environments, presentation.
Skills- Armature building, form building, manipulation of wire and metals, use of wire
cutting tools, manipulation of sculpey modeling clay, texture making, acrylic painting.

Vocabulary:
Proportion, size, scale, dynamic line, static line, form, texture, base, color, emphasis,
armature, sculpey.

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr1.1.III, VA:Cr1.2.II, VA:Cr2.2.III, VA:Cr2.3.III, VA:Cr3.1.III, VA:Pr4.1.I,
VA:Re7.1.III, VA:Re7.2.III, VA:Re8.1.II, VA:Cn10.1.III, VA:Cn11.1.II

Overall Lesson Objective:

Given a presentation on stereotypical body proportions of superheroes, students will
successfully create their own superhero who’s design reflects their superpower and
does not follow stereotypical body proportions presented to viewers by the comic book
industry.
Given sketch paper, color pencil, pens, and a prompt, students will creatively
conceptualize their own superhero and plan their home environment, their origin
story, and design a hero costume that accentuates their hero’s characteristics.
Given aluminum foil, wire, wire cutters, plyers, wood bases, and acrylic paint, students
will construct an original sculpture of a superhero and present it on a base that reflects
their hero’s story.
Daily Objectives:
Given a presentation on superheroes, a questionnaire, and a prompt, students will
actively participate in a class discussion and brainstorm ideas for their superhero
design and construction.

Assessment Criteria:
Character Design
Originality/ Creativity
Craftsmanship/ Form
Presentation/ Environment
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Presentation on superheroes, research on superheroes body types, whiteboard,
Projector, Oven/Kiln.

Art Materials Necessary for the Lesson:

Sketch paper, wooden bases, wire, wire cutters, plyers, aluminum foil, sculpey, acrylic
paint.

Teacher Activities Student Activities

Introduction (10 min):

Gather students for presentation on super Get out writing utensil to fill out packet
heroes. Bring them to room with projector along with presentation.
and seats.

Development (25 min):

Show students presentation on superheroes. Participate in class discussion.

Ask students to draw connections about
physical characteristics of superheroes, then Fill out packets along with presentation.
ask students to compare and contrast the
character designs of men to women.
Point out unrealistic body expectations. Brainstorm ideas for your own super
Ask students if they had ever noticed heroes.
unrealistic body proportion before.
Show students world class athletes so they
can see body proportions.
Ask students how they could create their Bring a concept and an origin story for
own heroes that didn’t follow the heroes so that sketches for heroes may
stereotypical body proportions presented to begin tomorrow.
viewers by the comic book industry.

Conclusion (10 min):

Return writing utensils and take packets
Ask students to take packets home and home to brainstorm ideas.
brainstorm ideas for their own superheroes.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Might have to go over packet with students to make sure that they are using formal language.
3 / 12 Name: Aurora Macek
DAILY PLAN
3D Studio
Lesson Title: Superhero Design Part I Grade Level: 9-12

Concepts and Skills:

Concepts- Body image, unrealistic proportion, media portrayal of men/women, form,
origin story, narrative, constructing concepts, creating environments, presentation.
Skills- Armature building, form building, manipulation of wire and metals, use of wire
cutting tools, manipulation of sculpey modeling clay, texture making, acrylic painting.

Vocabulary:
Proportion, size, scale, dynamic line, static line, form, texture, base, color, emphasis,
armature, sculpey.

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr1.1.III, VA:Cr1.2.II, VA:Cr2.2.III, VA:Cr2.3.III, VA:Cr3.1.III, VA:Pr4.1.I,
VA:Re7.1.III, VA:Re7.2.III, VA:Re8.1.II, VA:Cn10.1.III, VA:Cn11.1.II

Overall Lesson Objective:

Given a presentation on stereotypical body proportions of superheroes, students will
successfully create their own superhero who’s design reflects their superpower and
does not follow stereotypical body proportions presented to viewers by the comic book
industry.
Given sketch paper, color pencil, pens, and a prompt, students will creatively
conceptualize their own superhero and plan their home environment, their origin
story, and design a hero costume that accentuates their hero’s characteristics.
Given aluminum foil, wire, wire cutters, plyers, wood bases, and acrylic paint, students
will construct an original sculpture of a superhero and present it on a base that reflects
their hero’s story.
Daily Objectives:
Given time to brainstorm, a prompt, and time to sketch, students will participate in
class discussion and go over packet to share answers and develop academic language,
as well as sketch a design of their superhero and provide a short origin story.

Assessment Criteria:
Character Design
Originality/ Creativity
Craftsmanship/ Form
Presentation/ Environment
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Presentation on superheroes, research on superheroes body types, whiteboard,
Projector, Oven/Kiln.

Art Materials Necessary for the Lesson:

Sketch paper, wooden bases, wire, wire cutters, plyers, aluminum foil, sculpey, acrylic
paint.

Teacher Activities Student Activities

Introduction (5 min):

Instruct students to get out packets and get Get out packet and get ready to
ready to go over answers and share ideas. participate in class discussion and share
ideas.
Development (40 min):

Go over packet using academic language
and referring to specific examples of
superheroes that students can relate to and
understand.
Relate character costumes to elements and
principles of design.
Show students how they might use
elements and principles of design to reflect
their hero’s power.
Ask students to share their ideas for
superheroes and get them to further expand
on their heroes “origin story”.
Give students time to work on their
character sketches in class.
Follow along with packet as class goes
over elements and principles of design.
When presented with ideas of specific
super heroes, determine how their
character design might reflect their
power.
Brainstorm ideas of how the elements
and principles of design can be used to
develop a specific super hero.

Conclusion (5 min):

Instruct students to take packets home over Take packet home for the weekend to
the weekend to further the development of further the development of character
their character design. design.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Check packets on Monday and make sure that all students have full developed their characters and are ready to start the
construction of their superhero.
4 / 12 Name: Aurora Macek
DAILY PLAN
3D Studio
Lesson Title: Superhero Design Part I Grade Level: 9-12

Concepts and Skills:

Concepts- Body image, unrealistic proportion, media portrayal of men/women, form,
origin story, narrative, constructing concepts, creating environments, presentation.
Skills- Armature building, form building, manipulation of wire and metals, use of wire
cutting tools, manipulation of sculpey modeling clay, texture making, acrylic painting.

Vocabulary:
Proportion, size, scale, dynamic line, static line, form, texture, base, color, emphasis,
armature, sculpey.

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr1.1.III, VA:Cr1.2.II, VA:Cr2.2.III, VA:Cr2.3.III, VA:Cr3.1.III, VA:Pr4.1.I,
VA:Re7.1.III, VA:Re7.2.III, VA:Re8.1.II, VA:Cn10.1.III, VA:Cn11.1.II

Overall Lesson Objective:

Given a presentation on stereotypical body proportions of superheroes, students will
successfully create their own superhero who’s design reflects their superpower and
does not follow stereotypical body proportions presented to viewers by the comic book
industry.
Given sketch paper, color pencil, pens, and a prompt, students will creatively
conceptualize their own superhero and plan their home environment, their origin
story, and design a hero costume that accentuates their hero’s characteristics.
Given aluminum foil, wire, wire cutters, plyers, wood bases, and acrylic paint, students
will construct an original sculpture of a superhero and present it on a base that reflects
their hero’s story.
Daily Objectives:
Given feedback on character design, a demonstration on how to build an armature,
aluminum foil, wire, and wire cutters, students will begin the construction of their
superhero.

Assessment Criteria:
Character Design
Originality/ Creativity
Craftsmanship/ Form
Presentation/ Environment
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Presentation on superheroes, research on superheroes body types, whiteboard,
Projector, Oven/Kiln.

Art Materials Necessary for the Lesson:

Sketch paper, wooden bases, wire, wire cutters, plyers, aluminum foil, sculpey, acrylic
paint.

Teacher Activities Student Activities

Introduction (5 min):

Ask students to get out packets for checking Get out packet and get ready for teacher
and get ready to view a class demonstration.
demonstration.

Development (40 min):

After all students have gathered into an Go to a place in the classroom where
area where they can see, give demonstration is visible.
demonstration on how to build a wire
armature.
Explain that in the construction of their Listen and watch demonstration on
hero design, to think of the wire as the armature building.
skeleton, the aluminum foil as the muscles,
and the scupley as the skin. Construct most of wire skeleton of
Building an armature is about building sculpture.
form, not adding details.
Instruct the students to leave enough wire a
the bottom of the sculpture to attach it to its
base.

Conclusion (5 min):

Instruct students to clean up all materials Turn in packets and clean up all
and leave their packets to be checked. supplies. Store constructed wire
skeletons.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Check all student packets. If any students are absent be prepared to redo demonstration tomorrow.
5 / 12 Name: Aurora Macek
DAILY PLAN
3D Studio
Lesson Title: Superhero Design Part I Grade Level: 9-12

Concepts and Skills:

Concepts- Body image, unrealistic proportion, media portrayal of men/women, form,
origin story, narrative, constructing concepts, creating environments, presentation.
Skills- Armature building, form building, manipulation of wire and metals, use of wire
cutting tools, manipulation of sculpey modeling clay, texture making, acrylic painting.

Vocabulary:
Proportion, size, scale, dynamic line, static line, form, texture, base, color, emphasis,
armature, sculpey.

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr1.1.III, VA:Cr1.2.II, VA:Cr2.2.III, VA:Cr2.3.III, VA:Cr3.1.III, VA:Pr4.1.I,
VA:Re7.1.III, VA:Re7.2.III, VA:Re8.1.II, VA:Cn10.1.III, VA:Cn11.1.II

Overall Lesson Objective:

Given a presentation on stereotypical body proportions of superheroes, students will
successfully create their own superhero who’s design reflects their superpower and
does not follow stereotypical body proportions presented to viewers by the comic book
industry.
Given sketch paper, color pencil, pens, and a prompt, students will creatively
conceptualize their own superhero and plan their home environment, their origin
story, and design a hero costume that accentuates their hero’s characteristics.
Given aluminum foil, wire, wire cutters, plyers, wood bases, and acrylic paint, students
will construct an original sculpture of a superhero and present it on a base that reflects
their hero’s story.
Daily Objectives:
Given a demonstration in armature building, wire, and aluminum foil, students will
craftfully construct the underwire skeleton of their superhero, as well as start adding
aluminum foil to build form.

Assessment Criteria:
Character Design
Originality/ Creativity
Craftsmanship/ Form
Presentation/ Environment
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Presentation on superheroes, research on superheroes body types, whiteboard,
Projector, Oven/Kiln.

Art Materials Necessary for the Lesson:

Sketch paper, wooden bases, wire, wire cutters, plyers, aluminum foil, sculpey, acrylic
paint.

Teacher Activities Student Activities

Introduction (5 min):

Instruct students to get out their underwire Get out packet and get ready for teacher
skeletons. demonstration.

Development (40 min):

Instruct students to continue working on

their underwire skeletons. Continue construction of underwire
Ask students to think about how they want skeleton.
their superhero to be posed.
Do they want them standing up in a power Plan how superhero will be positioned
stance, crouched down low, about to fly off upon presentation and bend wire into
into the sky, using their powers? this form.
Instruct students to shape wire into
whatever for they want their skeleton to be. Start building form with aluminum foil.
Instruct students not to forget about leaving Leave extra wire at bottom to attach to
extra wire wherever they plan to attach base.
their hero their base.
If students are finished with skeleton,
instruct them to start building form with
aluminum foil.

Conclusion (5 min):
Turn in packets and clean up all
Instruct students to clean up all materials supplies. Store constructed wire
and store armatures. skeletons.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Have all students finished the wire skeletons of their armature or will some be working on it tomorrow as well?
6 / 12 Name: Aurora Macek
DAILY PLAN
3D Studio
Lesson Title: Superhero Design Part I Grade Level: 9-12

Concepts and Skills:

Concepts- Body image, unrealistic proportion, media portrayal of men/women, form,
origin story, narrative, constructing concepts, creating environments, presentation.
Skills- Armature building, form building, manipulation of wire and metals, use of wire
cutting tools, manipulation of sculpey modeling clay, texture making, acrylic painting.

Vocabulary:
Proportion, size, scale, dynamic line, static line, form, texture, base, color, emphasis,
armature, sculpey.

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr1.1.III, VA:Cr1.2.II, VA:Cr2.2.III, VA:Cr2.3.III, VA:Cr3.1.III, VA:Pr4.1.I,
VA:Re7.1.III, VA:Re7.2.III, VA:Re8.1.II, VA:Cn10.1.III, VA:Cn11.1.II

Overall Lesson Objective:

Given a presentation on stereotypical body proportions of superheroes, students will
successfully create their own superhero who’s design reflects their superpower and
does not follow stereotypical body proportions presented to viewers by the comic book
industry.
Given sketch paper, color pencil, pens, and a prompt, students will creatively
conceptualize their own superhero and plan their home environment, their origin
story, and design a hero costume that accentuates their hero’s characteristics.
Given aluminum foil, wire, wire cutters, plyers, wood bases, and acrylic paint, students
will construct an original sculpture of a superhero and present it on a base that reflects
their hero’s story.
Daily Objectives:
Given an underwire skeleton, plyers, aluminum foil, and smaller wires, students will
continue to build form with aluminum foil on their superhero sculpture.

Assessment Criteria:
Character Design
Originality/ Creativity
Craftsmanship/ Form
Presentation/ Environment
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Presentation on superheroes, research on superheroes body types, whiteboard,
Projector, Oven/Kiln.

Art Materials Necessary for the Lesson:

Sketch paper, wooden bases, wire, wire cutters, plyers, aluminum foil, sculpey, acrylic
paint.

Teacher Activities Student Activities

Introduction (5 min):

Ask students to get out wire armature and Get out packet and get ready for teacher
gather supplies to work. demonstration.

Development (40 min):

Instruct students to begin adding aluminum

foil to build form once they have completed
their skeleton.
Show students how to ball up aluminum
foil carefully in order to create “muscles” of
the superhero. Show them how balling up
the foil creates form faster than applying
the aluminum foil sheet by sheet.
Finish building wire skeleton and begin
construction of foil “muscles” on
armature.
Once armature is desired form, use
another sheet of aluminum foil to
smooth all bumps and creases before
applying sculpey.

Once students have built form to desired

size, show them how to add a final layer of
aluminum foil to smooth out the bumps
before applying sculpey.

Conclusion (5 min):

Instruct students to clean up all materials Clean up supplies and store armature.
and leave their packets to be checked.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Will any students be ready for sculpey application yet?
7 / 12 Name: Aurora Macek
DAILY PLAN
3D Studio
Lesson Title: Superhero Design Part I Grade Level: 9-12

Concepts and Skills:

Concepts- Body image, unrealistic proportion, media portrayal of men/women, form,
origin story, narrative, constructing concepts, creating environments, presentation.
Skills- Armature building, form building, manipulation of wire and metals, use of wire
cutting tools, manipulation of sculpey modeling clay, texture making, acrylic painting.

Vocabulary:
Proportion, size, scale, dynamic line, static line, form, texture, base, color, emphasis,
armature, sculpey.

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr1.1.III, VA:Cr1.2.II, VA:Cr2.2.III, VA:Cr2.3.III, VA:Cr3.1.III, VA:Pr4.1.I,
VA:Re7.1.III, VA:Re7.2.III, VA:Re8.1.II, VA:Cn10.1.III, VA:Cn11.1.II

Overall Lesson Objective:

Given a presentation on stereotypical body proportions of superheroes, students will
successfully create their own superhero who’s design reflects their superpower and
does not follow stereotypical body proportions presented to viewers by the comic book
industry.
Given sketch paper, color pencil, pens, and a prompt, students will creatively
conceptualize their own superhero and plan their home environment, their origin
story, and design a hero costume that accentuates their hero’s characteristics.
Given aluminum foil, wire, wire cutters, plyers, wood bases, and acrylic paint, students
will construct an original sculpture of a superhero and present it on a base that reflects
their hero’s story.
Daily Objectives:
Given an underwire skeleton, character sketch for reference, and aluminum foil,
student will build armature to desired form of their superhero.

Assessment Criteria:
Character Design
Originality/ Creativity
Craftsmanship/ Form
Presentation/ Environment
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Presentation on superheroes, research on superheroes body types, whiteboard,
Projector, Oven/Kiln.

Art Materials Necessary for the Lesson:

Sketch paper, wooden bases, wire, wire cutters, plyers, aluminum foil, sculpey, acrylic
paint.

Teacher Activities Student Activities

Introduction (5 min):

Ask students to get out wire armature and Get out packet and get ready for teacher
gather supplies to work. demonstration.

Development (40 min):

Encourage students to think about details in Continue building form with foil on top
form building. of wire armature.
Tell them how sculpey form fits to every
crevice, so shaping the foil to the exact Mold foil into desired form and smooth
desired form is important before adding out all bumps and crevices.
sculpey. Use clay tools from former assignment
to help share the foil into desired form.
Instruct them that facial features and
surface texture are to be made with sculpey.
Inform students of difference between
surface detail, texture, and form.

Ask students to think of any accessory’s

that their heroes might hold and include
them in the construction of their sculpture.

Conclusion (5 min): Clean up supplies and store armature.

Instruct students to clean up all materials

and leave their packets to be checked.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Will any students be ready for sculpey application yet?
8 / 12 Name: Aurora Macek
DAILY PLAN
3D Studio
Lesson Title: Superhero Design Part I Grade Level: 9-12

Concepts and Skills:

Concepts- Body image, unrealistic proportion, media portrayal of men/women, form,
origin story, narrative, constructing concepts, creating environments, presentation.
Skills- Armature building, form building, manipulation of wire and metals, use of wire
cutting tools, manipulation of sculpey modeling clay, texture making, acrylic painting.

Vocabulary:
Proportion, size, scale, dynamic line, static line, form, texture, base, color, emphasis,
armature, sculpey.

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr1.1.III, VA:Cr1.2.II, VA:Cr2.2.III, VA:Cr2.3.III, VA:Cr3.1.III, VA:Pr4.1.I,
VA:Re7.1.III, VA:Re7.2.III, VA:Re8.1.II, VA:Cn10.1.III, VA:Cn11.1.II

Overall Lesson Objective:

Given a presentation on stereotypical body proportions of superheroes, students will
successfully create their own superhero who’s design reflects their superpower and
does not follow stereotypical body proportions presented to viewers by the comic book
industry.
Given sketch paper, color pencil, pens, and a prompt, students will creatively
conceptualize their own superhero and plan their home environment, their origin
story, and design a hero costume that accentuates their hero’s characteristics.
Given aluminum foil, wire, wire cutters, plyers, wood bases, and acrylic paint, students
will construct an original sculpture of a superhero and present it on a base that reflects
their hero’s story.
Daily Objectives:
Given foil and wire armature, sculpey, and demonstration on how to apply sculpey,
students will begin adding sculpey to their superhero sculpture and include surface
details and textures.

Assessment Criteria:
Character Design
Originality/ Creativity
Craftsmanship/ Form
Presentation/ Environment
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Presentation on superheroes, research on superheroes body types, whiteboard,
Projector, Oven/Kiln.

Art Materials Necessary for the Lesson:

Sketch paper, wooden bases, wire, wire cutters, plyers, aluminum foil, sculpey, acrylic
paint.

Teacher Activities Student Activities

Introduction (5 min):

Instruct students to gather for Get out packet and get ready for teacher
demonstration before gathering supplies to demonstration.
work.

Development (40 min):

Give demonstration on how to apply Watch demonstration on application of

sculpey on foil and wire armature. sculpey to wire and foil armature.

Show students how to manipulate sculpey

with hands and with clay tools that they Continue to work on form building and
used in pervious sculpture in the round add sculpey to armature when form is at
assignment. a desired size and is completely
Instruct students how to use tools to create smoothed out.
textures and how to form sculpey into facial
features and desired shapes.
When applying sculpey, focus on craft
Instruct students on thickness of sculpey and details.
and how far out to build sculpey in order to
survive firing.
Allow students time to work.

Conclusion (5 min):

Instruct students to clean up all materials Clean up materials and store sculptures.
and leave their packets to be checked.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
9 / 12 Name: Aurora Macek
DAILY PLAN
3D Studio
Lesson Title: Superhero Design Part I Grade Level: 9-12

Concepts and Skills:

Concepts- Body image, unrealistic proportion, media portrayal of men/women, form,
origin story, narrative, constructing concepts, creating environments, presentation.
Skills- Armature building, form building, manipulation of wire and metals, use of wire
cutting tools, manipulation of sculpey modeling clay, texture making, acrylic painting.

Vocabulary:
Proportion, size, scale, dynamic line, static line, form, texture, base, color, emphasis,
armature, sculpey.

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr1.1.III, VA:Cr1.2.II, VA:Cr2.2.III, VA:Cr2.3.III, VA:Cr3.1.III, VA:Pr4.1.I,
VA:Re7.1.III, VA:Re7.2.III, VA:Re8.1.II, VA:Cn10.1.III, VA:Cn11.1.II

Overall Lesson Objective:

Given a presentation on stereotypical body proportions of superheroes, students will
successfully create their own superhero who’s design reflects their superpower and
does not follow stereotypical body proportions presented to viewers by the comic book
industry.
Given sketch paper, color pencil, pens, and a prompt, students will creatively
conceptualize their own superhero and plan their home environment, their origin
story, and design a hero costume that accentuates their hero’s characteristics.
Given aluminum foil, wire, wire cutters, plyers, wood bases, and acrylic paint, students
will construct an original sculpture of a superhero and present it on a base that reflects
their hero’s story.
Daily Objectives:
Given foil armature, sculpey, and clay tools, students will add surface details and
textures to their superhero sculptures.

Assessment Criteria:
Character Design
Originality/ Creativity
Craftsmanship/ Form
Presentation/ Environment
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Presentation on superheroes, research on superheroes body types, whiteboard,
Projector, Oven/Kiln.

Art Materials Necessary for the Lesson:

Sketch paper, wooden bases, wire, wire cutters, plyers, aluminum foil, sculpey, acrylic
paint.

Teacher Activities Student Activities

Introduction (5 min):

Instruct students to get out sculptures and Get out materials and sculptures.
supplies.

Development (40 min):

Add surface details and personal
Instruct students to continue applying characteristics and textures to sculpey
sculpey to their sculptures. with clay tools.
Ask them to think about what details and
textures will help identify to the viewer Build more delicate details and form up
what their superheroes superpower is and with sculpey.
how their costume might reflect that.
Think about how the sculpture will
Ask students to think about their characters attach to the base and how the base
original origin story and what elements in might be designed.
their character design and base construction
might help the viewer understand their
origin story or personal characteristics.

Conclusion (5 min):
Clean up all materials and store
Instruct students to clean up all materials sculptures and sculpey.
and

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
How much more time will student s need for the construction of their sculpture before baking them?
10 / 12 Name: Aurora Macek
DAILY PLAN
3D Studio
Lesson Title: Superhero Design Part I Grade Level: 9-12

Concepts and Skills:

Concepts- Body image, unrealistic proportion, media portrayal of men/women, form,
origin story, narrative, constructing concepts, creating environments, presentation.
Skills- Armature building, form building, manipulation of wire and metals, use of wire
cutting tools, manipulation of sculpey modeling clay, texture making, acrylic painting.

Vocabulary:
Proportion, size, scale, dynamic line, static line, form, texture, base, color, emphasis,
armature, sculpey.

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr1.1.III, VA:Cr1.2.II, VA:Cr2.2.III, VA:Cr2.3.III, VA:Cr3.1.III, VA:Pr4.1.I,
VA:Re7.1.III, VA:Re7.2.III, VA:Re8.1.II, VA:Cn10.1.III, VA:Cn11.1.II

Overall Lesson Objective:

Given a presentation on stereotypical body proportions of superheroes, students will
successfully create their own superhero who’s design reflects their superpower and
does not follow stereotypical body proportions presented to viewers by the comic book
industry.
Given sketch paper, color pencil, pens, and a prompt, students will creatively
conceptualize their own superhero and plan their home environment, their origin
story, and design a hero costume that accentuates their hero’s characteristics.
Given aluminum foil, wire, wire cutters, plyers, wood bases, and acrylic paint, students
will construct an original sculpture of a superhero and present it on a base that reflects
their hero’s story.
Daily Objectives:
Given clay tools, sculpey, and armatures, students will continue the construction of
their superhero sculpture and begin thinking of elements to include in their base for
presentation.

Assessment Criteria:
Character Design
Originality/ Creativity
Craftsmanship/ Form
Presentation/ Environment
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Presentation on superheroes, research on superheroes body types, whiteboard,
Projector, Oven/Kiln.

Art Materials Necessary for the Lesson:

Sketch paper, wooden bases, wire, wire cutters, plyers, aluminum foil, sculpey, acrylic
paint.

Teacher Activities Student Activities

Introduction (5 min):

Instruct students to get out sculptures and Get out materials and sculptures.
supplies.

Development (40 min):

Continue working on superhero
Inform students that they only have 3 class creation.
days including today to continue the
construction of the superhero sculpture. Be neat with final details.
After Friday, the sculptures will be baked
and Monday, the class will begin applying
paint and working on details for the base
and presentation.

Check students progress and instruct

students on how to add details wherever
necessary.
Remind students again about props and
how they can use those in conjunction with
their super hero to create an environment.

Conclusion (5 min): Clean up all materials and store

sculptures and sculpey.
Instruct students to clean up all materials
and

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
How much more time will student s need for the construction of their sculpture before baking them?
11 / 12 Name: Aurora Macek
DAILY PLAN
3D Studio
Lesson Title: Superhero Design Part I Grade Level: 9-12

Concepts and Skills:

Concepts- Body image, unrealistic proportion, media portrayal of men/women, form,
origin story, narrative, constructing concepts, creating environments, presentation.
Skills- Armature building, form building, manipulation of wire and metals, use of wire
cutting tools, manipulation of sculpey modeling clay, texture making, acrylic painting.

Vocabulary:
Proportion, size, scale, dynamic line, static line, form, texture, base, color, emphasis,
armature, sculpey.

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr1.1.III, VA:Cr1.2.II, VA:Cr2.2.III, VA:Cr2.3.III, VA:Cr3.1.III, VA:Pr4.1.I,
VA:Re7.1.III, VA:Re7.2.III, VA:Re8.1.II, VA:Cn10.1.III, VA:Cn11.1.II

Overall Lesson Objective:

Given a presentation on stereotypical body proportions of superheroes, students will
successfully create their own superhero who’s design reflects their superpower and
does not follow stereotypical body proportions presented to viewers by the comic book
industry.
Given sketch paper, color pencil, pens, and a prompt, students will creatively
conceptualize their own superhero and plan their home environment, their origin
story, and design a hero costume that accentuates their hero’s characteristics.
Given aluminum foil, wire, wire cutters, plyers, wood bases, and acrylic paint, students
will construct an original sculpture of a superhero and present it on a base that reflects
their hero’s story.
Daily Objectives:
Given clay tools, sculpey, sculptures, and sketch paper, students will continue to work
on their sculptures and will create a sketch of their desired shape for their wooden
base.

Assessment Criteria:
Character Design
Originality/ Creativity
Craftsmanship/ Form
Presentation/ Environment
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Presentation on superheroes, research on superheroes body types, whiteboard,
Projector, Oven/Kiln.

Art Materials Necessary for the Lesson:

Sketch paper, wooden bases, wire, wire cutters, plyers, aluminum foil, sculpey, acrylic
paint.

Teacher Activities Student Activities

Introduction (5 min):

Instruct students to get out sculptures and Get out materials and sculptures.
supplies.

Development (40 min):

Continue working on superhero
Ask students work, remind them that sculpture.
tomorrow is the final day to add surface Sketch out a quick design of the shape
details to their super hero. for the base of hero for presentation.
Make sure to include textures with
consistency and craftsmanship. Add details and make any extra props to
attach to base.
Remind students that they will be painting
the sculptures after we bake them so they
don’t need to worry about color now.

If students want to add any final props for

their heroes made of sculpey, now is the
time to construct them.

Conclusion (5 min): Clean up all materials and store

sculptures and sculpey.
Instruct students to clean up all materials
and

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Have all students given a sketch for their base shape?

12 / 12 Name: Aurora Macek

 DAILY PLAN
3D Studio
Lesson Title: Superhero Design Part I Grade Level: 9-12

Concepts and Skills:

Concepts- Body image, unrealistic proportion, media portrayal of men/women, form,
origin story, narrative, constructing concepts, creating environments, presentation.
Skills- Armature building, form building, manipulation of wire and metals, use of wire
cutting tools, manipulation of sculpey modeling clay, texture making, acrylic painting.

Vocabulary:
Proportion, size, scale, dynamic line, static line, form, texture, base, color, emphasis,
armature, sculpey.

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:
VA:Cr1.1.III, VA:Cr1.2.II, VA:Cr2.2.III, VA:Cr2.3.III, VA:Cr3.1.III, VA:Pr4.1.I,
VA:Re7.1.III, VA:Re7.2.III, VA:Re8.1.II, VA:Cn10.1.III, VA:Cn11.1.II

Overall Lesson Objective:

Given a presentation on stereotypical body proportions of superheroes, students will
successfully create their own superhero who’s design reflects their superpower and
does not follow stereotypical body proportions presented to viewers by the comic book
industry.
Given sketch paper, color pencil, pens, and a prompt, students will creatively
conceptualize their own superhero and plan their home environment, their origin
story, and design a hero costume that accentuates their hero’s characteristics.
Given aluminum foil, wire, wire cutters, plyers, wood bases, and acrylic paint, students
will construct an original sculpture of a superhero and present it on a base that reflects
their hero’s story.
Daily Objectives:
Given clay tools, sculpey, and sculptures, students will finalize all details with sculpey
and get their sculptures ready to bake
.

Assessment Criteria:
Character Design
Originality/ Creativity
Craftsmanship/ Form
Presentation/ Environment
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Presentation on superheroes, research on superheroes body types, whiteboard,
Projector, Oven/Kiln.

Art Materials Necessary for the Lesson:

Sketch paper, wooden bases, wire, wire cutters, plyers, aluminum foil, sculpey, acrylic
paint.

Teacher Activities Student Activities

Introduction (5 min):

Instruct students to get out sculptures and Get out all supplies and continue to
supplies. work on surface texture and final
details.
Development (40 min):

Inform students that this is the last day for

actual construction of their figure. The Add all final details and smooth any
sculptures will be fired over the weekend unintentional bumps or finger prints on
and the bases will be cut. the sculpey.

Once sculptures are fired students may

begin to attach them to the bases and paint
them.

Ask students to pay special attention to

detail today. Today they should pay
attention to any fingerprint marks or
unintentional bumps in the surface texture.

Conclusion (5 min):
Clean up all materials and prepare
Instruct students to clean up all materials sculptures to be fired.
and get sculptures ready to fire.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Are all students sculptures ready to fire?