Topic Taught
The making of a Super Community
For this unit we focused on the student’s identity through superheroes because we felt this was a topic that the students would enjoy and be engaged in. Students started by exploring their own identity through a collage self-portrait. We then asked them to think of their traits and interests to create a superpower they could have that would help their community. This led to the creation of their superheroes. Once the students were superheroes and had superpowers we had them design a symbol and costume that they could be recognized by in the community. They were asked to consider the intent behind the colors and shapes they were using so that they were making artist decisions. Finally the students will finish up the unit by reflecting back on why they made the artwork they had over the last few weeks in an artist statement video. Then they will take on a different perspective and focus on assemblage to make connections to everything they had done this semester.
Lesson One: Super Identity Part One
In the first lesson students will be explore the idea of identity through a self-portrait. Students will be making a collage portrait by using images and personal drawings to communicate aspects of them. They will be working with elements of collage like placement, color and exaggeration to express their identity.
Lesson Two: Super Identity Part Two
Once students have identified talents and aspect of themselves and have assigned themselves a super power they will create a symbol that will represent them as a superhero. They will make a print of their symbol by creating a mono-print of their drawn symbol using markers on Plexiglas. The symbol must include shapes and designs that connect to their superhero identity.
Lesson Three: Super Creation
Students will take their new super identities and create a costume design to complement their new powers and show off their symbols. Using fabric and mixed materials students will create a part of their costume that they can wear. They will explore different methods of attaching pieces including tape, hot glue and sewing.
Lesson Four: Super Community Part One
As a class we will discuss our community. We will have students talk about how their super powers can help their community. Then the students will record a video stating who they are, what theirs powers are, and what they do for the (school) community. They will write a script addressing these questions before recording their video.
Lesson Five: Super Community Part Two
Students will pretend they are their superhero’s biggest fan and create a collection of objects/artifacts of the super hero including a representation of their symbol, a small painting or drawing showing their superhero in action with a caption similar to an image in a newspaper article and another object they pick specifically relating to their superhero.
For this unit we focused on the student’s identity through superheroes because we felt this was a topic that the students would enjoy and be engaged in. Students started by exploring their own identity through a collage self-portrait. We then asked them to think of their traits and interests to create a superpower they could have that would help their community. This led to the creation of their superheroes. Once the students were superheroes and had superpowers we had them design a symbol and costume that they could be recognized by in the community. They were asked to consider the intent behind the colors and shapes they were using so that they were making artist decisions. Finally the students will finish up the unit by reflecting back on why they made the artwork they had over the last few weeks in an artist statement video. Then they will take on a different perspective and focus on assemblage to make connections to everything they had done this semester.
Lesson One: Super Identity Part One
In the first lesson students will be explore the idea of identity through a self-portrait. Students will be making a collage portrait by using images and personal drawings to communicate aspects of them. They will be working with elements of collage like placement, color and exaggeration to express their identity.
Lesson Two: Super Identity Part Two
Once students have identified talents and aspect of themselves and have assigned themselves a super power they will create a symbol that will represent them as a superhero. They will make a print of their symbol by creating a mono-print of their drawn symbol using markers on Plexiglas. The symbol must include shapes and designs that connect to their superhero identity.
Lesson Three: Super Creation
Students will take their new super identities and create a costume design to complement their new powers and show off their symbols. Using fabric and mixed materials students will create a part of their costume that they can wear. They will explore different methods of attaching pieces including tape, hot glue and sewing.
Lesson Four: Super Community Part One
As a class we will discuss our community. We will have students talk about how their super powers can help their community. Then the students will record a video stating who they are, what theirs powers are, and what they do for the (school) community. They will write a script addressing these questions before recording their video.
Lesson Five: Super Community Part Two
Students will pretend they are their superhero’s biggest fan and create a collection of objects/artifacts of the super hero including a representation of their symbol, a small painting or drawing showing their superhero in action with a caption similar to an image in a newspaper article and another object they pick specifically relating to their superhero.
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Relevance of the Topic
Significance of Topic
Globally:
During this unit students were introduced to new materials like fiber arts and then got the opportunity to explore this material to create art. This was unique because most elementary schools don’t have the resources to let students explore new materials in this way. The students were also exploring their identity and how that impacts there community in a positive way which connected to their exploration for this semester of where they are in the world. We were able to make our topic relevant to their normal classroom routines through this connection also. Students were also given an opportunity to work with technology and collaborate with each other. These are important for students to experience so that they can further develop their 21st century skills. Literacy was also integrated into the classroom through discussions, planning, vocabulary, and oral explanation.
Personally:
When my co-teacher and I were discussing a topic for our unit we kept coming back to superheroes. This was an especially exciting topic to me because growing up I have always loved the idea of superheroes and things connected to superheroes. I was also excited about working to connect superheroes to art making and hoped this would lead to students being excited about the unit as well. Along with being excited about this topic, I was excited to see what the students would make and how they would connect to our unit with this topic.
For this Population:
Superheroes have been a part of popular culture for a long time now and children have always been attracted to this idea of superheroes because of the amazing things they do. Superheroes seem to be on the rise in popularity especially right now because of all the movies, television shows, and games coming out that involve them. Picking this as a topic brought on potential for students to connect their identity with a superhero identity and then make art that is more meaningful to them.
During this unit students were introduced to new materials like fiber arts and then got the opportunity to explore this material to create art. This was unique because most elementary schools don’t have the resources to let students explore new materials in this way. The students were also exploring their identity and how that impacts there community in a positive way which connected to their exploration for this semester of where they are in the world. We were able to make our topic relevant to their normal classroom routines through this connection also. Students were also given an opportunity to work with technology and collaborate with each other. These are important for students to experience so that they can further develop their 21st century skills. Literacy was also integrated into the classroom through discussions, planning, vocabulary, and oral explanation.
Personally:
When my co-teacher and I were discussing a topic for our unit we kept coming back to superheroes. This was an especially exciting topic to me because growing up I have always loved the idea of superheroes and things connected to superheroes. I was also excited about working to connect superheroes to art making and hoped this would lead to students being excited about the unit as well. Along with being excited about this topic, I was excited to see what the students would make and how they would connect to our unit with this topic.
For this Population:
Superheroes have been a part of popular culture for a long time now and children have always been attracted to this idea of superheroes because of the amazing things they do. Superheroes seem to be on the rise in popularity especially right now because of all the movies, television shows, and games coming out that involve them. Picking this as a topic brought on potential for students to connect their identity with a superhero identity and then make art that is more meaningful to them.