Character Design

Submission Link

Pt 1. 8/5, Pt 2 8/11, Pt 3 8/13, Pt 4 8/25, Pt 5 9/9, Pt 6 **

ASSIGNMENT

Students will create an original character design that communicates a clear personality, story, or purpose through visual choices. Students will develop a character by considering physical appearance, clothing, accessories, color, pose, facial expression, and other visual elements that help communicate who the character is.

Students will begin by researching and gathering visual references, then develop multiple sketches and ideas before selecting and refining their strongest concept. Students will use digital drawing and illustration techniques to create a polished final character design. The final artwork should demonstrate intentional use of design principles and show how visual choices can communicate the character's personality, background, interests, or role.

Students should focus on creating an original and visually engaging character rather than simply copying an existing character or established design.

Specifications

minimum of 11x11 @ 300 dpi

Character Design Deliverables

Part 1
- 8/5
- Character Concept & Brainstorm — Select a character prompt and develop the initial character idea. Complete the concept development questions and establish the character's personality, background, role, motivations, interests, and other defining traits.

Part 2
- 8/7
- Visual Research & References — Gather and organize visual references that will inform the character design. References can include clothing, hairstyles, anatomy, objects, environments, occupations, animals, architecture, and other relevant visual information.

Part 3
- 8/13
- Character Sketches & Concepts — Create multiple preliminary character sketches exploring different silhouettes, shapes, proportions, clothing, hairstyles, accessories, and overall appearances. Select the strongest character direction.

Part 4
- 8/25
- Refined Character Design / Model Sheet Development — Develop the selected character more fully, including anatomy, proportion, pose, facial expressions, clothing, accessories, props, and color palette. The character should have a consistent and recognizable visual identity.

Part 5
- 9/9
- WIP + Critique — Begin/complete the first full digital version of the character. Apply the character's established design, color palette, details, and visual style. Participate in peer critique and use feedback to identify revisions.

Part 6
- Due After Fantistical Figures
- Final Character Design — Revise and polish the character based on critique and self-evaluation. Submit the completed digital character design at a minimum of 11 × 11 inches at 300 dpi. Present the finished character and participate in final critique/reflection.

Learning Objectives

Students will:

Develop an original character concept based on a specific idea, personality, story, or purpose.
Use research and visual references to develop and refine character ideas.
Create multiple preliminary sketches and concepts before selecting a final design.
Apply the elements and principles of design to create a visually effective character.
Use shape, color, proportion, clothing, accessories, pose, and facial expression to communicate personality and character traits.
Develop a consistent visual style throughout a character design.
Use digital drawing and illustration tools to create a polished final artwork.
Demonstrate an understanding of how visual choices influence an audience's perception of a character.
Participate in critique and use feedback to revise and improve artwork.
Present a finished character design that demonstrates creativity, craftsmanship, and intentional decision-making.

Big Ideas

Design communicates ideas. Visual choices can communicate information about a character without relying on words.
Characters tell stories. A well-designed character can communicate personality, background, occupation, interests, relationships, and personal history.
Every design choice matters. Color, shape, proportion, clothing, pose, and expression work together to influence how an audience understands a character.
The creative process requires revision. Strong artwork develops through brainstorming, research, sketching, experimentation, critique, and refinement.
Visual references support the creative process. Artists can study existing visual information and use it as inspiration while developing original ideas.
Digital tools expand creative possibilities. Digital illustration allows artists to experiment, revise, and refine their ideas efficiently.

Essential Questions

How can visual design communicate a character's personality and story?
How do an artist's choices affect the way an audience perceives a character?
How can color, shape, clothing, and accessories communicate character traits?
Why is it important to create multiple ideas before selecting a final design?
How can research and visual references improve the character design process?
How does revision strengthen a final work of art?
What makes a character design visually memorable and effective?
How can digital tools be used to communicate a creative idea effectively?

Vocabulary

Character Design
The process of creating the visual appearance, personality, and characteristics of an original character.

Concept
The central idea or overall vision behind a character or artwork.

Character Traits
The qualities or characteristics that define a character's personality, behavior, or identity.

Visual Reference
An image, object, person, or other source of visual information used to help an artist develop and improve an artwork.

Silhouette
The solid outline or overall shape of a character. A strong silhouette can help a character remain recognizable even without interior details.

Proportion
The relationship between the sizes of different parts of a character or object.

Pose
The position and arrangement of a character's body that can communicate action, emotion, or personality.

Expression
The visual appearance of a character's face or body that communicates emotion or mood.

Gesture
The movement and overall flow of a character's pose that helps communicate action, energy, and emotion.

Color Palette
A selected group of colors used consistently throughout a character design.

Shape Language
The use of specific types of shapes to communicate personality, mood, or characteristics. For example, rounded shapes may suggest friendliness, while sharp shapes may suggest danger or aggression.

Line Quality
The characteristics of lines used in an artwork, including their weight, thickness, direction, and variation.

Texture
The visual or implied surface quality of an object or material.

Composition
The arrangement and organization of visual elements within an artwork.

Elements of Art
The basic visual components of art: line, shape, form, color, value, texture, and space.

Principles of Design
Guidelines for organizing visual elements, including balance, contrast, emphasis, movement, pattern, rhythm, unity, and variety.

Iteration
The process of creating multiple versions of an idea in order to explore possibilities and improve the final design.

Refinement
The process of improving and adding detail to an artwork or design after the initial concept has been developed.

Originality
The quality of creating a unique idea or visual solution rather than directly copying an existing work.

Digital Illustration
Artwork created or enhanced using digital tools and software.

17-Class-Period Learning Sequence

Bell Ringer

Students complete the "How Would You Improve It?" bell ringer by analyzing a poor logo, advertisement, or photograph. Students identify three improvements and explain why each change would make the design more effective.

Class Period 1 — Introduction & Character Concept

Opening
Students examine professional character designs and identify how clothing, silhouette, color, pose, and accessories communicate personality and story.

Students Will...

Identify characteristics of effective character design.
Analyze how visual choices communicate personality, culture, occupation, and narrative.
Begin generating an original character concept.
Character Design Promps
CONCEPT DEVELOPMENT QUESTIONS

Teacher Will...

Introduce the Character Design assignment and project expectations.
Review examples of character sheets and concept art.
Model how designers move from an idea to a visual concept.

Work Session
Students review the available character prompts and select a character concept. Students begin brainstorming personality, appearance, background, interests, strengths, weaknesses, and motivations.

Closing/Debrief
Students share one visual characteristic that communicates something important about their character.

Standards: VAHSAD.CR.1.1–4, VAHSAD.CN.2.2–4

Class Period 2 — Research & Concept Development

Opening
Students analyze references related to their selected character prompt and identify visual influences they could incorporate into their design.

Students Will...

Research the history and context of their selected prompt.
Gather relevant visual references.
Use research to make informed design decisions.

Teacher Will...

Demonstrate effective visual research.
Review copyright, reference-image selection, and appropriate source attribution.
Conference with students about the direction of their concepts.

Work Session
Students complete the Google Slides research presentation and Concept Development Questions. Students collect reference images and document information that will influence their character.

Closing/Debrief
Students identify one research discovery that changed or strengthened their character concept.

Standards: VAHSAD.CR.1.2–3, VAHSAD.CN.1.1–2, VAHSAD.CN.3.1

Class Period 3 — Character Bio & Backstory

Opening
Students examine how backstory influences a character's physical appearance, clothing, accessories, and personality.

Students Will...

Develop a character biography.
Establish a brief backstory.
Connect narrative information to visual design choices.

Teacher Will...

Model creating a concise character bio.
Demonstrate how narrative information can become visual information.
Provide feedback through individual conferences.

Work Session
Students complete their character biography and backstory while refining their Concept Development Questions.

Closing/Debrief
Students explain one visual design decision that resulted directly from their character's backstory.

Standards: VAHSAD.CR.1.1–4, VAHSAD.CN.1.3, VAHSAD.CN.2.3–4

Class Period 4 — Visual Exploration & Thumbnail Sketches

Opening
Students compare multiple character silhouettes and identify which designs communicate the strongest personality or role.

Students Will...

Generate multiple possible character appearances.
Experiment with silhouettes, proportions, clothing, and accessories.
Evaluate multiple solutions before selecting a direction.

Teacher Will...

Demonstrate thumbnail sketching.
Model experimentation with proportions and silhouettes.
Encourage students to avoid settling on their first idea.

Work Session
Students create multiple thumbnail sketches exploring different appearances for their character.

Closing/Debrief
Students select their strongest concept and explain why it communicates the character most effectively.

Standards: VAHSAD.CR.1.1–4, VAHSAD.CR.4.1–2

Class Period 5 — Initial Sketch Development

Opening
Students review their selected thumbnail and identify areas that need additional development before creating refined line art.

Students Will...

Refine their selected character concept.
Apply proportion, shape, line, and form intentionally.
Use feedback to revise their design.

Teacher Will...

Demonstrate refining a rough sketch into clean line art.
Review proportion, anatomy, gesture, and silhouette.
Conduct individual design conferences.

Work Session
Students develop their selected character into a refined initial sketch.

Closing/Debrief
Students complete a brief self-assessment identifying one successful design decision and one area requiring revision.

Standards: VAHSAD.CR.2.3–4, VAHSAD.CR.4.1–2, VAHSAD.CR.6.1–2

Class Period 6 — Refined Line Art

Opening
Students analyze examples of strong character line art and identify how line quality contributes to visual clarity and personality.

Students Will...

Refine line quality and character details.
Establish a clear and readable character design.
Revise their work based on self-assessment.

Teacher Will...

Demonstrate digital drawing techniques for clean line art.
Provide targeted feedback on anatomy, proportions, and visual clarity.
Model strategies for correcting problem areas.

Work Session
Students complete and refine their initial character sketch for submission.

Closing/Debrief
Students conduct a peer check focusing on clarity, proportion, silhouette, and character identity.

Standards: VAHSAD.CR.2.1–4, VAHSAD.CR.3.1–3, VAHSAD.CR.5.2–3

Class Period 7 — Model Sheet Introduction

Opening
Students examine professional model sheets and identify the different views, poses, and information designers use to communicate a character consistently.

Students Will...

Explain the purpose of a character model sheet.
Identify front, side, back, and three-quarter views.
Plan views that maintain character consistency.

Teacher Will...

Introduce model sheets as a professional concept-art tool.
Demonstrate how to maintain consistent proportions across multiple views.
Model transferring design characteristics between views.

Work Session
Students begin planning their character model sheet using their refined character design.

Closing/Debrief
Students identify the most challenging view and explain why.

Standards: VAHSAD.CR.1.4, VAHSAD.CR.2.3–5, VAHSAD.CR.4.1

Class Period 8 — Model Sheet Development

Opening
Students compare their character's proportions across multiple views and identify inconsistencies.

Students Will...

Construct multiple views of their character.
Maintain consistent proportions and design features.
Apply drawing and digital techniques to communicate three-dimensional form.

Teacher Will...

Demonstrate strategies for maintaining proportions.
Provide individual feedback on character consistency.
Model corrections to perspective and anatomy.

Work Session
Students develop the front, side, back, and/or three-quarter views required for their model sheet.

Closing/Debrief
Students perform a visual consistency check before saving their work.

Standards: VAHSAD.CR.2.3–4, VAHSAD.CR.3.1–3, VAHSAD.CR.4.1

Class Period 9 — Model Sheet Refinement

Opening
Students use a checklist to evaluate their model sheet for consistency, completeness, and readability.

Students Will...

Identify inconsistencies in their model sheet.
Revise proportions, details, and views.
Prepare their model sheet for submission.

Teacher Will...

Conduct targeted conferences.
Provide feedback based on the project requirements.
Model efficient revision strategies.

Work Session
Students revise and finalize their model sheet.

Closing/Debrief
Students submit their model sheet and reflect on how multiple views improve communication of a character design.

Standards: VAHSAD.CR.5.1–3, VAHSAD.CR.6.1–4, VAHSAD.RE.2

Class Period 10 — Color & Visual Identity

Opening
Students examine character color palettes and identify how color can communicate personality, mood, culture, environment, or narrative.

Students Will...

Develop a color palette appropriate to their character.
Connect color choices to character traits and story.
Experiment with multiple color possibilities.

Teacher Will...

Demonstrate color selection and palette development.
Discuss color relationships and visual hierarchy.
Model how color can reinforce character identity.

Work Session
Students create several possible color palettes and test them against their character design.

Closing/Debrief
Students explain why their selected palette supports the character's identity.

Standards: VAHSAD.CR.1.1–4, VAHSAD.CR.4.2, VAHSAD.CN.2.2–4

Class Period 11 — Color Blocking

Opening
Students review examples of effective color blocking and identify how large areas of color establish visual hierarchy.

Students Will...

Apply their selected color palette to the character.
Establish major color relationships.
Evaluate whether color supports the character's visual identity.

Teacher Will...

Demonstrate color blocking techniques.
Review layer organization and digital workflow.
Provide feedback on palette and visual hierarchy.

Work Session
Students begin the WIP color-blocking stage.

Closing/Debrief
Students compare their work with their original palette and identify one color decision they may revise.

Standards: VAHSAD.CR.2.1–4, VAHSAD.CR.3.1–3, VAHSAD.CR.4.2

Class Period 12 — Color Refinement

Opening
Students conduct a peer review focusing on color harmony, contrast, readability, and character identity.

Students Will...

Refine their color application.
Adjust color relationships for greater visual impact.
Use critique to make purposeful revisions.

Teacher Will...

Demonstrate refinement techniques.
Provide individualized feedback.
Model how to distinguish intentional stylization from unfinished areas.

Work Session
Students complete the minimum color-blocking requirement and continue refining their character.

Closing/Debrief
Students document one revision they made because of feedback.

Standards: VAHSAD.CR.5.2–4, VAHSAD.CR.6.1–4, VAHSAD.RE.2.1–3

Class Period 13 — Final Pose & Gesture

Opening
Students examine character poses and identify how gesture and body language communicate personality and action.

Students Will...

Develop a dynamic final pose.
Use gesture, proportion, and body language to communicate character.
Connect the pose to the character's story.

Teacher Will...

Demonstrate gesture and pose development.
Discuss silhouette and visual storytelling.
Provide feedback on pose selection.

Work Session
Students sketch and develop their final character pose.

Closing/Debrief
Students explain what the final pose communicates about their character without using words.

Standards: VAHSAD.CR.1.1–4, VAHSAD.CR.4.1–2, VAHSAD.CN.2.3–4

Class Period 14 — Background & Environment

Opening
Students examine how background, setting, and environmental details can provide context for a character.

Students Will...

Design a background that supports the character.
Apply composition and visual hierarchy.
Connect environment to character narrative.

Teacher Will...

Demonstrate background composition.
Discuss foreground, middle ground, background, scale, and focal point.
Provide feedback on whether the environment supports rather than competes with the character.

Work Session
Students develop the background/environment for their final pose.

Closing/Debrief
Students evaluate whether the environment communicates where their character belongs and why.

Standards: VAHSAD.CR.4.2, VAHSAD.CR.5.3, VAHSAD.CN.1.3–7

Class Period 15 — Final Rendering

Opening
Students review the project specifications and create a personal checklist of remaining revisions.

Students Will...

Refine their character, pose, color, and background.
Apply digital techniques with increasing precision.
Revise their work using established criteria.

Teacher Will...

Conduct individual conferences.
Provide technical and conceptual feedback.
Help students prioritize revisions.

Work Session
Students complete the final pose with background and refine rendering, details, edges, lighting, and composition.

Closing/Debrief
Students identify the three most important revisions still needed before final submission.

Standards: VAHSAD.CR.2.1–4, VAHSAD.CR.3.1–3, VAHSAD.CR.5.2–4

Class Period 16 — Final Critique & Revision

Opening
Students participate in a structured peer critique using the project criteria.

Students Will...

Critique their own work and the work of peers.
Identify strengths and areas for improvement.
Use specific feedback to make final revisions.

Teacher Will...

Facilitate student-centered critique.
Model constructive art criticism.
Help students distinguish subjective preference from criteria-based feedback.

Work Session
Students revise their final character design based on peer and teacher feedback.

Closing/Debrief
Students complete a final self-assessment explaining how feedback influenced their revisions.

Standards: VAHSAD.CR.5.1–4, VAHSAD.CR.6.1–4, VAHSAD.RE.2.1–3, VAHSAD.RE.3.1

Class Period 17 — Final Submission & Reflection

Opening
Students review the final submission requirements and compare their completed work to the original concept.

Students Will...

Prepare and submit the completed character design.
Evaluate their growth throughout the design process.
Explain how research, iteration, and critique influenced the final product.

Teacher Will...

Review final submission requirements.
Assess student work using the project criteria.
Facilitate a final reflection and discussion.

Work Session
Students complete final technical checks, export their work at the required 11 × 11 inches at 300 dpi, submit the final design, and complete their reflection.

Closing/Debrief
Students respond to: