ABOUT THE PROJECT
This grant project is an innovative, community-connected learning experience that combines media literacy, toy design, storytelling, identity exploration, and social justice into one highly engaging creative process. Inspired by the real-life story of Professor Yla Eason and the creation of the groundbreaking “Sun-Man” action figure, students investigate the importance of representation in toys, media, and popular culture while designing and marketing their own original superhero action figures.
At the heart of the project is the belief that all children deserve to see themselves reflected positively in the world around them. Students explore how toys and media shape identity, self-esteem, and belonging through discussions about diversity, inclusivity, stereotypes, and aspirational storytelling. By examining both positive examples of representation and problematic portrayals in media history, students learn how thoughtful character design can empower others rather than reinforce harmful stereotypes.
Using sculpting materials funded through the grant, students create custom action figures complete with heroic backstories, accessories, logos, slogans, packaging, and promotional materials. Throughout the process, they apply principles of media studies and design thinking by learning how colour, font choice, logos, slogans, and visual composition influence consumer perception and emotional response.
The project also connects students directly with industry professionals and authentic real-world learning experiences. Students learn from interviews and workshops featuring Professor Eason as well as action figure designer and collector Nick Lavallee, gaining insight into toy development, branding, storytelling, and marketing. These community partnerships help students understand that creativity can be used as a powerful tool for advocacy, representation, and positive change.
Ultimately, this project challenges students to become creators—not just consumers—of media and culture. By combining art, literacy, media education, identity exploration, and hands-on experiential learning, students develop confidence in their own voices while creating meaningful products that celebrate diversity, imagination, and inclusion. The final action figures and promotional campaigns serve as both artistic achievements and symbols of empowerment, reminding students that their stories, identities, and ideas deserve to be seen and celebrated.
At the heart of the project is the belief that all children deserve to see themselves reflected positively in the world around them. Students explore how toys and media shape identity, self-esteem, and belonging through discussions about diversity, inclusivity, stereotypes, and aspirational storytelling. By examining both positive examples of representation and problematic portrayals in media history, students learn how thoughtful character design can empower others rather than reinforce harmful stereotypes.
Using sculpting materials funded through the grant, students create custom action figures complete with heroic backstories, accessories, logos, slogans, packaging, and promotional materials. Throughout the process, they apply principles of media studies and design thinking by learning how colour, font choice, logos, slogans, and visual composition influence consumer perception and emotional response.
The project also connects students directly with industry professionals and authentic real-world learning experiences. Students learn from interviews and workshops featuring Professor Eason as well as action figure designer and collector Nick Lavallee, gaining insight into toy development, branding, storytelling, and marketing. These community partnerships help students understand that creativity can be used as a powerful tool for advocacy, representation, and positive change.
Ultimately, this project challenges students to become creators—not just consumers—of media and culture. By combining art, literacy, media education, identity exploration, and hands-on experiential learning, students develop confidence in their own voices while creating meaningful products that celebrate diversity, imagination, and inclusion. The final action figures and promotional campaigns serve as both artistic achievements and symbols of empowerment, reminding students that their stories, identities, and ideas deserve to be seen and celebrated.
| updated_grant_proposal_summary.docx |
SUPPORTING LINKS/DOCUMENTS
https://officialsunman.com/press/inspiration-inclusion-and-the-making-of-a-multicultural-toy-company
| prof._yla_eason_interview_questions.docx |
| nick_lavallee_interview_questions.docx |
| initialccelgrantproposal.pdf |
| ccel_grant_activity.pdf |
| action_figure_card_template.docx |
| initialccelgrantproposal.pdf |
| updated_grant_proposal_summary.docx |
GALLERY
(Expressed written consent has been obtained for all posted images and videos)
PROJECT SUMMARY
We facilitated an inquiry project into Toys, Representation, and Identity. Students had an opportunity to interview Rutgers University Professor Yla Eason. The gist of her story is as follows: In 1984, Professor Eason's three-year-old son told her he couldn't be a superhero because he wasn't white like his He-Man action figures. So, she looked for a Black action figure for him. When she couldn't find one anywhere, she took it upon herself to pursue the development of an action figure from Mattel (which was rejected). She then spent considerable time and money to develop, manufacture and sell "Sun Man '' which was embraced by many! Eason created Sun-Man to address the lack of representation in comics and action figures in the 1980s.
Decades later, Ed Duncan (SVP/Head of Design at Mattel) reached out to Professor Eason to discuss bringing Sun-Man into He-Man's "Masters of the Universe" narrative. To him, this project was about more than creating a toy--it was about recognizing the importance of inclusivity. As a result, Mattel acquired the rights to Sun Man and has since released the toy.
Students also had an opportunity to interview Nick Lavallee who is well versed in Prof. Eason's story. He is both an avid collector of action figures as well as an action figure designer. Students learned about his design and marketing process and created action figures of Mr. Drooker and Ms. Owusu which served as strong work samples and inspiration for student action figures which they created.
Participate: Students developed and posed a variety of questions to our two keynote speakers/community partners. They then participated in several media studies lessons which bolstered their understanding of identity and representation. These media studies lessons also unpacked marketing and design features that they were expected to employ in their final project.
Reflect: Through their interactions with the community partners, students learned about how impactful toys can be on self perception and development. They recognized the dearth of diversity found within our current toy landscape and how generalized representation can be problematic and harmful. Students also learned about the skills required for pursuits within the toy industry.
Apply: Students created their very own action figures. They brainstormed an identity for their action figure which was rooted in their own background and interests. They then sounded out and shaped their ideas alongside peer and teacher feedback and created a written summary for their final product. Students used a variety of sculpting materials alongside blister packages and backing cards to add authenticity to their product. They ensured that their backing cards had thoughtfully/thematically designed logos, slogans, backstories, colour schemes, and graphics to persuade, inform and entertain their target audience into considering their heroic identities which are very diverse and deserve recognition.
In Summary: This project serves as a pivotal opportunity for students to delve into the significance of representation and diversity in toys. By engaging with Eason's work and understanding the importance of featuring diverse skin tones and identities in toy designs, students grasped the profound impact of positive representation on self-perception and aspiration. Backed by research like "The Doll Test", this project aims to instill in students the understanding that seeing oneself reflected in toys fosters a sense of belonging, empowerment, and the belief that one can achieve greatness. Through creating and marketing their own toys with these principles in mind, they not only learned about inclusivity but also actively contributed to shaping a more inclusive and inspiring toy landscape for future generations.
Decades later, Ed Duncan (SVP/Head of Design at Mattel) reached out to Professor Eason to discuss bringing Sun-Man into He-Man's "Masters of the Universe" narrative. To him, this project was about more than creating a toy--it was about recognizing the importance of inclusivity. As a result, Mattel acquired the rights to Sun Man and has since released the toy.
Students also had an opportunity to interview Nick Lavallee who is well versed in Prof. Eason's story. He is both an avid collector of action figures as well as an action figure designer. Students learned about his design and marketing process and created action figures of Mr. Drooker and Ms. Owusu which served as strong work samples and inspiration for student action figures which they created.
Participate: Students developed and posed a variety of questions to our two keynote speakers/community partners. They then participated in several media studies lessons which bolstered their understanding of identity and representation. These media studies lessons also unpacked marketing and design features that they were expected to employ in their final project.
Reflect: Through their interactions with the community partners, students learned about how impactful toys can be on self perception and development. They recognized the dearth of diversity found within our current toy landscape and how generalized representation can be problematic and harmful. Students also learned about the skills required for pursuits within the toy industry.
Apply: Students created their very own action figures. They brainstormed an identity for their action figure which was rooted in their own background and interests. They then sounded out and shaped their ideas alongside peer and teacher feedback and created a written summary for their final product. Students used a variety of sculpting materials alongside blister packages and backing cards to add authenticity to their product. They ensured that their backing cards had thoughtfully/thematically designed logos, slogans, backstories, colour schemes, and graphics to persuade, inform and entertain their target audience into considering their heroic identities which are very diverse and deserve recognition.
In Summary: This project serves as a pivotal opportunity for students to delve into the significance of representation and diversity in toys. By engaging with Eason's work and understanding the importance of featuring diverse skin tones and identities in toy designs, students grasped the profound impact of positive representation on self-perception and aspiration. Backed by research like "The Doll Test", this project aims to instill in students the understanding that seeing oneself reflected in toys fosters a sense of belonging, empowerment, and the belief that one can achieve greatness. Through creating and marketing their own toys with these principles in mind, they not only learned about inclusivity but also actively contributed to shaping a more inclusive and inspiring toy landscape for future generations.
| ccel_grant_final_summary__toys_representation_and_identity.docx |