Superhero Self-Portraits

INTRODUCTORY INFORMATION

Grade: Third
Topic: In this lesson, students will reflect on their community and their place in it. Students will create
self-portraits of themselves as a superhero whose function is to make their community a better place.

STAGE 1-DESIRED RESULTS

A. Enduring Understandings:
Communities are places where people live, work, and learn together.
Everyone is an important part of their community.
Superheroes use their powers to protect the public and make their communities a better
place.
B. Essential Questions:
What is a community?
Who protects communities, and makes them better places to live?
How can we contribute to our community?
What is a superhero?
How do superheroes protect the public and make their community a better place?















C. Massachusetts State Frameworks Addressed:

PreK12 STANDARD 1 Methods, Materials, and Techniques
Students will demonstrate knowledge of the methods, materials, and techniques unique to
the visual arts.
PreK12 STANDARD 2 Elements and Principles of Design
Students will demonstrate knowledge of the elements and principles of design.
PreK12 STANDARD 3 Observation, Abstraction, Invention, and Expression
Students will demonstrate their powers of observation, abstraction, invention, and
expression in a variety of media, materials, and techniques.

D. Learning Objectives
Students will understand what a "community" is.
Students will be able to identify several communities to which they belong.
Students will see themselves as an integral part of their community.
STAGE 2-ASSESSMENT EVIDENCE

A. Performance Task:

Each student will create a superhero identity whose purpose is to protect and make better their
community. Each student's superhero will be unique to themselves, their style, the community
they chose, and the issue they chose to represent.

B. Other Evidence/Continuum of Assessment Strategies:
Students will create emphasis with colored pencils.
Students will verbally demonstrate understanding by answering the teacher's questions
throughout the PowerPoint presentation.
Students will participate in brainstorm a list of different kinds of communities they are
part of.
Students will generate ideas in their sketchbook that show their understanding of the
concept of "community".
Students will be able to answer the teacher's questions while their self-portrait are in
progress (questions such as, "What community did you choose?" "What powers or
equipment is your superhero going to have to help them protect the community and
make it a better place?" "What colors are you going to use for your costume? Do those
colors reflect your superhero's community or purpose in that community?")

C. Criteria
Did the student participate in the class discussion during the PowerPoint presentation?
Did the student use their sketchbook to generate ideas?
Did the student choose a community they belong to?
Did the student pick an issue in their community that is important and relevant to them?
Did the student create a costume and superpowers that reflect the community and the
issue they chose?




Did the student use colored pencils to create emphasis?
Did the student create their artwork with honest and effort?



















STAGE 3-LEARNING PLAN

A. Materials and equipment:
White drawing paper, pencils, Sharpies, colored pencils
B. Vocabulary and definitions:
Community - A group of people living in the same place or having a particular
characteristic in common. A feeling of fellowship with others, as a result of sharing
common attitudes, interests, and goals.
Superhero - someone who possesses extraordinary or superhuman powers, and is
dedications to protecting the public.
Self-Portrait - A representation of the artist made by the artist.
C. Visual Image Resources:
Images of Batman, Batgirl, Superman, Supergirl, and Wonder Woman shown in the
PowerPoint presentation were taken from http://www.dccomics.com/
Images of Captain America, Spiderman, The Hulk, and Iron Man shown in the PowerPoint
presentation were taken from http://marvel.com/
D. Text, Media, and Web Resources
Web Resources
http://www.dccomics.com/
http://marvel.com/
http://www.superherodb.com/
http://artmanews.wordpress.com/tag/self-portraits/

Student work, East Somerville Community School
E. Instruction:
The teacher will ask students to define "community", and record responses on the
white board.
The teacher will ask students to identify several communities to which they belong?
The teacher will ask students who protects communities and makes them better
places to live.
The teacher will show a PowerPoint presentation that defines superheroes, types of
superheroes, the function of superheroes and what they look like.
Students will then be given time specifically to generate ideas in their sketchbook
and decide which community and which issue within that community they wish to
choose.
F. Learning Activities:
Students will define "community".
Students will identify several communities to which they belong.
Students will identify people who positively contribute to their community, including
themselves.
Students will ask questions and make observations about superheroes and their role
in communities.
Students will discuss the defining features of a superhero's costume.
Students will create a sketch in their sketchbook of their superhero identity.
Students will be able to explain their choices, such as why they chose a certain
community and an issue within that community, how their superhero's superpowers
or special equipment will help them protect their community, and how their costume
reflects their superhero's role.




Student sketches, East Somerville Community School