Lesson Overview:
All cultures and societies have produced heroes, including folk, military, religious, political, and artistic heroes. In this lesson, the class will break into groups, each of which will write a working definition of a hero and present it creatively to the class. The teacher will provide various works of art depicting different kinds of heroes, and the students will choose one hero from one of these mediums to research as a topic for an expository essay.
Length of Lesson:
Nine 45-minute class periods
Instructional Objectives:
Students will:
- identify characteristics that are common to heroes, and recognize qualities that are exceptional in certain heroes.
- recognize heroes from many diverse cultures.
- discuss how heroes can be any type of person who has accomplished an inspiring action.
- work in groups to create a working definition of a hero.
- present their findings to the class.
- examine works of art that depict historical, legendary, or contemporary heroes.
- individually select a hero from one of these media to research as the subject of an expository essay topic.
- research the style, medium, and time period in which this hero was depicted.
Supplies:
- Copies of heroic stories and legends, available on the following Web sites:
- Copies of works of art depicting heroes (see examples listed in the Instructional Plan)
- Notebook
- Pens
Instructional Plan:
Introduction
Begin this lesson by reading a well-known account of a hero and heroic action, such as a Greek myth. Using this character as an example, have the class begin to draft a list of the characteristics and qualities of a hero that were presented in the story. Widen their concept of a hero by guiding the discussion to talk about heroes from areas such as politics, religion, folktales, and art. Break the class into groups of five or six students.
Activity
Instruct the groups to create a working definition of a hero including every possible description of this individual. Encourage them to explore and answer the following questions:
- What constitutes a hero?
- What qualities do certain heroes have that make them exceptional?
- When have we seen a situation give rise to an unconventional hero or heroine?
- How can we compose an imaginative way to present our definition to the class (i.e., acting, monologues, visual aids)?
Have each of the groups present their findings to the class, and keep running lists of the traits that were most common amongst the groups, and of the most unusual adjectives and descriptions for a hero. Lead the students in a group discussion of the variety of types and qualities of heroes.
Introduce different works of art depicting deeds of heroic figures, available on the following Web sites:
You may wish to project the images from the Internet using an LCD projector or pass out copies of the works to the class. Comment on the various examples presented, identifying styles of art, media, historical periods, composition, and interpretation of subject matter. Each of the students will select a work of art depicting a hero and write an expository essay on this piece. They may either select from the reproductions shown in class or select a work of art on their own, subject to approval. Students will each write a two-page, double-spaced expository essay on this work of art.
Encourage the students to examine the works of art with the following criteria in mind:
- What is the theme depicted in this work?
- Can you identify a heroic deed or character in this work of art?
- What terms would you use to identify specific aspects of the work that illustrate heroic qualities of the subject?
- In what manner is the portrayal (medium/style) suitable to the hero illustrated?
- What characteristics does this hero display?
- Why do artists depict heroes?
Closure
Review the students’ written work and select anonymous excerpts to read to the class that best illustrate analyses of the artists’ interpretations of heroic deeds.
Assessment:
Evaluate students’ essays on the following criteria:
- thorough examination of the work of art
- appropriate analysis of medium, historical period, and style of the work
- well-written and grammatically correct text
- appropriate incorporation of research materials
Extensions:
Students could create their own work of art depicting one of their heroes.
Sources:
Print:
- Hamilton, Edith. Mythology. New York: NAL, 1971. (Or another reliable mythology reference.)
- Myths and Legends: Mirrors of Mankind, Part Two. White Plains, NY: The Center for Humanities, 1974.
Web:
Authors:
-
ARTSEDGE and DoDDS, Curriculum Partnership
The John F. Kennedy Center
Washington, DC
