TOPIC: Positive and Negative Space Date: Friday November 14, 2014 Subject: Art 3/4

Intentions/Objectives/Outcomes:Grade 3/4 Art:

Component 5A—Looking at negative shapes helps create a different view of something.

Component 7A—The centre of interest can be made prominent by contrasting its size, shape, colour or texture from the other parts of the composition.

Assessment: Formative comments during the art process Assessment of learning on a rubric

Time(~1h) Teaching Points Notes

(~3min)

(~3min)

(~3min)

(~3min)

(~2min)(~40min)

Anticipatory Set: -Probe students for prior knowledge about positive and negative space. What is it? Where have you seen it?-Put picture of vase/faces on the SMARTboard. Ask students, who sees a vase? Who sees a face? Discuss findings. Learning Activities: -If students see a vase, then they are seeing the white area as the positive space (the black areas become the negative space). If they are seeing faces, then they are seeing the black areas as the positive space (and the white area as the negative space). -Show how putting black square on black paper makes it blend in, while putting it on a paper of a contrasting color makes its outline stand out. -Give each student a black construction paper square and a piece of bright colored paper of their choice. Put the square in the middle and gently mark the corners so there is a frame for the black square. Model. -Together, cut out a wavy line from the black square, put the square on the middle of the colored paper, and “flip” the cut-out wave—model with paper under document camera. Glue down piece. -Show examples of student work. Make sure to demonstrate how “flipping” works, and connect to symmetry!-Students will work independently to create their own pieces of work with as many shapes cut out as possible, making sure they are flipped symmetrically Closure:-Now that students are familiar with positive and negative space, ask if they can think of places where they have seen it

Remind students to make artwork neat.

*Make sure students glue small pieces down around border of square as they go but leave square unglued!!

References (text or electronic)

Art Program of Studies http://thevirtualinstructor.com/positive-and-negative-space.htmlhttp://www.theartofed.com/2012/03/15/create-foolproof-positive-negative-designs/http://thehelpfulartteacher.blogspot.ca/2010/11/positive-and-negative-space.html

Displays/Materials-Document camera-black squares-colored paper-scissors-glue-negative/positive space images-student work samples-rubric

Reflection Notes:

Positive space is best described as the areas in a work of art that are the subjects, or areas of interest. Negative space is area around the subjects, or areas of interest.

Name: ____________________________ Date: ________________________ Project: _________________________

Concepts, Elements and Skills used in this project ____________________________________________________________________________

Mediums Used in this project ______________________________________________________________________________________________

ACHIEVEMENT Excellence Success Success with Support Not Meeting Exp.

Developing skills at grade level (as per exemplars when needed)

Produces high quality, creative work Produces quality work Produces acceptable work Produces work of inconsistent

quality

Understanding and application of Art Concepts

Applies all concepts, especially those stressed for the project

Makes an effort to apply skills, especially those stressed for the project

Apply some of the skills expected for the project

Rarely apply the expected skills for the project

Use of Materials Uses materials appropriately with no reminders

Uses materials appropriately with little reminding

Need some reminding on proper material use

Needs a lot of reminding on proper material use

Craftsmanship / Skill / Consistency

Artwork was beautifully and patiently done; it was as good as hard work could make it

With a little more effort, work could have been outstanding; lacks the finishing touches

Artwork was of average craftsmanship; adequate, but not as good as it could have been, a bit careless

Project was below average in craftsmanship, showed lack of pride in finished project.

Effort / Perseverance

The project was continued until it was as complete as could make it, gave effort far beyond that required, and took pride in going well beyond the requirement.

Worked hard to complete the project, but with a little more effort it might have been outstanding.

Finished the project, but it could have been improved with more effort; knew how to do the project but didn't finish; or chose an easy project and worked carelessly

Completed the project with minimum effort.

EFFORT EXEMPLARY SATISFACTION NEEDS IMPROVEMENT

Participation Always uses time well Mostly uses time well Usually uses time well

BehaviorAlways follows classroom rules and never causes classroom disturbances

Usually follows classroom rules and very rarely causes classroom disturbances

Sometimes follows classroom rules and occasionally cause s classroom disturbances

Group Cooperation / Attitude Was sensitive to the feelings of

others,

Am usually sensitive to the feelings of others, Sometimes am sensitive to others,