ARTISTIC THINKING UNIT INSTRUCTION PLAN

utilizing the
MU Art Education Lesson Plan Format
Developed by Dr. Kathy Unrath
*Lesson plans are always accompanied by a teacher-made
exemplar of potential student work!

1. NAME : Whitney Carnahan

2. TITLE OF UNIT: The Importance of Everyday Heroes
3. GRADE LEVEL(S): 3rd grade (1-50 min. class/week)

4. STANDARDS:
NATIONAL VISUAL ARTS STANDARDS:
ISTE-S Standards / 21st Century Learning and Innovation Skills
These standards are included in the scope and sequence below.
5. RATIONALE and GOALS FOR THIS UNIT:
Through this unit, students will learn the importance of everyday heroes. They
will learn that they can also be everyday heroes and they will find out some ways
that they already are. Students will learn the importance of being able to create
gesture drawings and they will learn that they can create change in world.
6. ENDURING BIG IDEA: (Define the BIG IDEA)
The big idea of this unit is Everyday Heroes. I will show them that artists
investigate not only extremely special events, but they sometimes choose to
portray the mundane everyday life events such as those of everyday heroes.

7. ESSENTIAL QUESTIONS:
What is an everyday hero?
Why are everyday heroes important?
What are the qualities that everyday heroes possess?
How are we or how can we be everyday heroes?
How does engaging and creating art enrich people lives?
How does making art attune people to their surroundings?

8. KNOWLEDGE BASE AND KEY CONCEPTS:

Students will learn how to draw a figure in action.

Students will learn how to create digital artwork.

Students will learn how to create their own points of departure digitally.
Students will learn how to elaborate on an idea to show details.
Students will learn that there are a variety of ways to present their artworks.
Students will learn that they can affect the world around them in a positive way.
9. OBJECTIVES:
Students will individually construct representations of places that are a
part of everyday life.
Students will be able to create personally satisfying artwork using a
variety of artistic processes.
Students will understand how to safely use materials for artistic
processes.
Students will understand how to add details to artwork to enhance
emerging meaning.
Students will be able to determine messages communicated by an
image.
10. VOCABULARY:
everyday hero
gestural drawing
avatar
foreground
background

character
setting
digital art
outline
relief

11. LESSON SEQUENCE - LESSON VIGNETTES:

Standards
VA:Cr1.1.3a
VA:Re7.1.3a
VA:Re7.2.3a
VA:Re9.1.3a
ISTE 4d

Major Learning Activities

1. Introduce Big Idea and Essential Question

Activity: What does an image represent? (1/2 class
period)
Objective: We will be able to interpret an artwork
and read its possible meaning.

Student will use Visual Thinking

Strategies to discuss Eric such as Eric
Bowmans Everyday Hero using the
VTS questions:
- What is going on in this image?
- What do you see that makes you say that?
- What more can we find?

21st C Skills

Critical
Thinking
Communicatio
n
Collaboration

VA:Cr1.1.3a
VA:Cr1.2.3a
VA:Cr2.2.3a
VA:Pr4.1.3a
VA:Re8.1.3a

Discussion: What is an everyday hero?

Who is the everyday hero in this image?
What would our school look like without
janitors? Who are some other everyday
heroes that we know? What are some
adjectives that describe everyday
heroes? Students will work together to
come up with a list of everyday heroes
that we see every day. The teacher will
then introduce the question for the unit,
How are we already everyday heroes?
How can we continue to be or become
everyday heroes?
Extension: Students can use a class
hashtag on Instagram to continue the
discussion and post pictures of everyday
heroes they know outside of school.
Resources:
- Visual Thinking Strategies website
- Eric Bowmans, Everyday Hero

2. Exploring the Big Idea

Activity: The hunt for everyday heroes (1 day)
Objective: We will be able to evaluate ourselves
and what qualities we possess.

Critical Thinking
Creativity

4
Communication

ISTE 1b
ISTE 2a
ISTE3c
ISTE 4b
ISTE 5b
ISTE 6a

VA:Cr1.2.3a
VA:Cr2.1.3a
VA:Cr3.1.3a
VA:Pr6.1.3a

Teacher will create a piece of butcher

paper with Who is your everyday hero?
displayed in large white letters on the top
and an empty superhero covering the
rest. Students will then use sharpies to
add to the collaborative artwork by
writing the name or job of an everyday
hero they know to construct a schoolwide board displaying the names or roles
of typical everyday heroes.
Afterwards, teacher will lead a
discussion asking the students to think
about everyday heroes in our school that
we may not have mentioned on the
poster.
The teacher will introduce students to
digital cameras and explain to them how
to upload pictures to a class folder.
The teacher will then assign students
to groups and have them take one
device (digital camera/iPhone/iPad) on a
scavenger hunt around the school. Each
student must take a digital photo of
someone who they believe is an
everyday hero in our school.
The teacher will discuss the
recommendations for taking portraits
(things photographers think about).
Students will return to class and
upload photos to the class folder.
The teacher will then import the photos
into iMovie and the students will edit it
democratically (vote on sound, theme,
etc.).
This movie will then be uploaded to the
school web page.

3. Artist Journal Activities and Play

Activity: Gesture Drawings Play (1 Class Period)
Objective(s): We will explore how artists in the past

Critical Thinking
Creativity

5
VA:Re7.2.3a
VA:Cn10.1.3
a

represented figures through experimentation and

play. We will know what gesture drawings look like.
We will be able to create gesture drawings using
pencil.

Why is figure drawing important? How

did we record events before cameras?
Teacher will lead students into a class
discussion about How we represent
others in our artwork? During the class
discussion other question and topics can
include, Are we best represented through
stick figures? Are details important when
drawing figures? How did people in the
past learn to draw figures? What did they
look at?

Learning to Draw Figures: Students will

examine more art from artist Eric
Bowman. They will discuss what artists
need to know in order to create drawings
of figures. They will have a short VTSish
discussion about the works comparing
and contrasting them. Are these
everyday heroes? Why or why not?

We will discuss the different stages of

drawing figures from kindergarten to 4th
grade. How can you construct a moment or
memory through the creation of a figure
drawing? Teacher will demonstrate how to
draw a figure by looking at a manikin.
Students will learn how to use shapes to
create figures.
Students will practice drawing a manikin in an

Communication

VA:Cr1.2.3a
VA:Cr2.2.3a
ISTE 1b
ISTE 4b
ISTE 6b

action pose in their artist journals. Teacher

will use this as a bridge to how to draw those
around us.
Students will then spend the rest of the class
playing with the idea of figure drawing. They
will each get a chance to model for the class
in some sort of pose. Students will have
timed drawings. The teacher will urge the
students to use shapes instead of sticks and
to add details to their figures. The teacher will
urge students to work on figure proportions.
Students will examine other students
drawings and what they have come up with.
This activity can be a gallery walk format or
a cooperative learning activity such as a pair
share.
Reflective discussion/Formative Assessment:
What stuck with you? What confused you?
Students write on a post it that they turn in as
their exit slip upon leaving the class.

4. Stretch & Explore:

Activity: Explore Mediums to Create Figures
(1 Class Period)
Objective(s): Students will be able to use
watercolors in a variety of different ways. Students
will be able to manipulate a website to create a
superhero online. Students will be able to save and
print their pictures.
Students use artist journals:

Teacher will do a demonstration on a

variety of watercolor techniques.

Teacher will also do a demonstration

using an online superhero creator on
Marvel.com to create a superhero
reflecting personal preferences when it
comes to wardrobe.

Students will experiment with water

colors. Students should use watercolors
as artists and try out 3 of the techniques
taught by the teacher.

Critical
Thinking
Creativity

VA:Cr1.1.3a
VA:Cr3.1.3a
VA:Cn10.1.3
a
ISTE 2a
ISTE 4c

Students will utilize iPads to

experiment with creating superhero
figures using technology on Marvel.com.
Students will have to make artistic
decisions regarding the wardrobes of
superheroes.

If there are not enough iPads, half of

the students working in artist journals
while the other half works on the iPads.
After an allotted time, students will switch
activities.

5. Pre-Thinking:
Activity: Generating Ideas (1 class period)
Objective(s):
Students will be able to document the process of
developing ideas from early stages to fully
elaborated ideas. Students will be able to determine
their own gifts or super powers.

Students are reminded of the big idea

everyday heroes and the essential
question of how we can be everyday
heroes.

Using think, pair, share, students will

walk around the classroom sharing what
their everyday super powers are.

Teacher will emphasize that we arent

talking about superhero super powers,

Communication
Critical Thinking
Creativity

VA:Cr1.1.3a
VA:Cr1.2.3a
VA:Cr2.1.3a
VA:Cr2.2.3a
VA:Cr3.1.3a

but everyday hero super powers such as

being kind, being helpful, teaching
others, etc.
Teacher sets up a class popplet for
students to add their ideas to.
Teacher assigns artist journal
assignment: think about what you would
be like as an everyday superhero. What
is your main super power?
What would your costume look like?
What do other superheroes costumes
include (masks, belts, capes, gloves, a
symbol, etc.)? Choose your main super
power. Design yourself as a superhero
using your knowledge from drawing
figures. Come up with a name for your
superhero. Think about the pose your
superhero would be standing in and what
setting they would be in.
Teacher does a demonstration of artist
journal assignment.
Students begin to brainstorm ideas
and generate preliminary sketches.
Students will be expected to present
pre-thinking to teacher in a conference
before beginning final project.

6. Process - Developing Independent artwork

Activity: Starting Independent artwork (1-2 class
periods)
Objective(s): Students will demonstrate creative
work through pre-thinking, revision and initial
drawing.

Students are expected to create an

original work of art including them
transformed into an everyday superhero
from the units class discussions,
sketchbook activities, media
experimentation, and their own interests.

Once the students have completed

their pre-thinking in their sketchbooks
from the prior class period, they will
check in with the teacher.

They will then refine and revise ideas

Critical
Thinking
Creativity
Collaboration

based on the discussion with the teacher

and peers.
The teacher will do a demonstration of
transitioning from sketchbook to large
paper and a demonstration or how to
care for and use watercolors, sharpies,
and tempera cakes.
Teacher will show and discuss
exemplar.

After the revision process and

demonstration, students will proceed to
sketching their superhero self on an
11x17 white paper.
After sketching, students will proceed
to painting and outlining with sharpie.

10

VA:Cr2.1.3a
VA:Cr2.2.3a
VA:Cr2.3.3a

VA:Cr2.1.3a
VA:Cr2.2.3a
VA:Re7.2.3a

7. Process - Developing Independent artwork

Activity: Continuing Independent artwork (1-2 class
periods)
Objective(s): Students will demonstrate creative
work through pre-thinking, revision and initial
drawing.

Students will brainstorm an idea for the

setting in their artwork. Teacher will pose
the following questions to students:
Where would you as a superhero need to
be to use these everyday super powers?
What would be surrounding you?

Students are expected to continue an

original work of art by designing a
background or setting for their superhero
they created in the previous class.

Teacher will complete a demonstration

using the same materials as the class
before.

Student will complete a sketch and

then check in with a classmate for
reflection and revision. They will
exchange wows and what ifs.

Student will revise and then check in

with teacher before painting.

Students will have independent

working time.
8. Process & Product:
Activity: Documenting the Process (During
previous activities & 1 class period)
Objective(s): Students will complete creative idea.
Students will evaluate self and create a written
reflection.
Today we will bring it all together. Teacher will
demonstrate how to cut out superhero and use
cardboard to bring hero off of the background if they
wish to make it 3D. Teacher will discuss remind
students how to use scissors and glue properly and
how to take care of their materials.

Teacher will model how to write a mad

lib style artist statement. Students will be

Critical
Thinking
Creativity

Critical
Thinking
Creativity
Comminication

11

VA:Cr1.1.3a
VA:Pr4.1.3a
VA:Pr5.1.3a
VA:Re7.2.3a
ISTE 1a,b
ISTE 2a,b
ISTE 3c
ISTE 4a,b
ISTE 5a,b
ISTE 6a

required to write an artist statement once

they complete their artwork.
Teacher will also model how to fill out
the summative self-evaluation rubric.
Students will be required to fill out the
rubric and tape it to the back of their
work.
Students will then hang their artworks
with their artist statements and we will do
a short gallery walk.
There will be time for questions and
comments (critique).
Closure: What stuck? What confused
you?

9. Possibilities:
Activity: In preparation for presentation have
students discuss how they could share these juicy
artworks with more than just our class. Discuss
possibilities for presenting artworks.
Objective(s): Students will transform their
learning into a teachable moment for those around
them.

What are the options for presenting

these artworks for more than just our
class?

How could we challenge others to be

everyday heroes?

How could our artwork have a lasting

impact on the world?

What steps do we take next?

Hopefully students would decide to

present their work on the school website
or the art studio facebook. We would
then take photos of our work and type
our artist statements to include.

Teacher would show them examples

from LTLYM. We would then discuss a
prompt or challenge or art assignment
we could post on social media
(instagram, weebly, or facebook). We
would devise a space for participants to
visit and post in response to our

Critical Thinking
Communication

12

challenge.
We would revisit the challenge the
following week and have a reflective
discussion on the unit as a whole and
how art can affect the world.

12. ASSESSMENT/RUBRIC: There will be a summative assessment in the

form of a self-evaluation rubric. Students will mark themselves in specific
categories. They will also answer reflective questions about the big idea.
Student success would be shown by a completed self-evaluation and artist
statement.

13. STUDENT ENGAGEMENT AND ADAPTATIONS FOR SPECIAL

NEEDS:
To differentiate and accommodate for special needs, there would be student
helpers. There would also be modifications to the projects such as pre-drawn
superheroes so students would just be required to paint and cute and glue.
Students will stay engaged because of the variety of activities in this unit. They
will also stay engaged because the can connect to it personally.
If students finish early, they will be allowed to create more superheroes on
marvel.com.
14. MATERIALS, TEACHING RESOURCES/REFERENCES:
http://www.learningtoloveyoumore.com/reports/69/69.php
http://ericbowman.com/
http://marvel.com/games/play/31/create_your_own_superhero

15. PREPARATION REQUIRED:

What materials, tools, and resources do you need for this class?
Materials:
Artist journals
Pencils
Mannequins
12x18 white paper
11x17 white paper
Watercolors
Tempera cakes
Paintbrushes
Water cups
Digital cameras or iPads
iPads or computers
Everyday Heroes PPT

13

Sharpies
Lined paper for artist statements

An Everyday Heroes PPT will need to be prepared in advance for this lesson.
While creating the exemplar, I discovered that the students would really enjoy the
fact that they could easily make this artwork 3D. I also discovered that it would be
more fun for them if they could make their superhero in a unique space or give
them the option to have it flying through the air on their way to use their powers
somewhere.
16. TEACHER REFLECTION: I will know that this lesson is successful
based on the student engagement during the activities. I will also be able
to gain knowledge about the success of this unit based on the artist
statements and reflective questions on the summative eval. Rubric.