Shape · Web viewArts Impact Arts Foundations 2015-16 Marina Pita; Concord International Elementary School; Positive and Negative Space with Geometric Figures 6 (shapes with rules

ARTS IMPACT LESSON PLANVisual Arts Lesson

Positive and Negative Space with Geometric Figures Authors: Marina Pita with Carol GouldGrade Level: 4th/5th

Enduring UnderstandingsCompositions can have positive and negative space. Shapes can be organic or geometric. Colors can be classified as warm or cool. Lesson Description (Use for family communication and displaying student art)Students discuss the difference between positive and negative space and discuss the difference between organic and geometric shapes. Students differentiate between warm and cool colors. Students then draw their own geometric shapes using rulers and compasses and cut these shapes out to use as templates. Students repeat their shapes on their watercolor paper and color in their geometric shapes using warm colored pastels. Finally, students color the negative space using a cool colored watercolor wash over the entire art piece. The lesson ends with a gallery walk and a collaborative process where students work in groups observing and reflecting on their own and classmate’s art.

Learning Targets and Assessment Criteria

Target: Understands the difference between geometric and organic shapes.Criteria: Creates a minimum of two templates for geometric shapes (shapes with rules and names, like rectangle, square, circle or triangle) using a ruler and/or compass and traces them onto their composition.

Target: Understands the difference between positive and negative space.Criteria: Colors positive space in composition with warm pastel colors (yellow, orange or red) and washes negative space with cool watercolor colors (blue, green or violet).

Target: Collaborates with others in reflecting on own and others artwork in gallery walk. Criteria: Communicates ideas to others, makes compromises, and incorporates input/feedback to generate group responses to art.

Arts Impact Arts Foundations 2015-16Marina Pita; Concord International Elementary School; Positive and Negative Space

with Geometric Figures1

VocabularyArts:AbstractBalanceCompositionCraftsmanshipPositive spaceNegative spaceRepresentationalShapeGeometric shapesOrganic shapesWarm colorsCool colorsOpaque Wash

MaterialsMuseum Artworks or PerformanceEmily Kame Kngwarreye, Wild Yam Dreaming, SAM 2000.157

Mary Henry, After Scarlatti , TAM

MaterialsTag board, compass one per student, rulers, pencils, scissors, pastels, color wheel, watercolor paper 9 x 12, brushes, liquid water color, containers.

Learning StandardsWA Arts State Grade Level ExpectationsFor the full description of each WA State Arts Grade Level Expectation, see: http://www.k12.wa.us/Arts/Standards1.1.2 Elements: Shape1.1.5 Elements: Space1.2.1 Skills and Techniques: Technical Drawing; Oil pastel/Watercolor Resist2.1.1 Creative Process2.3.1 Responding Process4.2.1 Connection between Visual Arts and Math

Pre-TeachFocus on observation of shapes all around us.

Lesson Steps Outline1. Explain the concept of positive and negative space using art references of choice. Guide student pairs in analyzing art. Criteria-based teacher observation/process assessment: Discusses and justifies, with evidence, which part of the art is negative and which is positive space.

2. Guide students in observing and analyzing positive and negative space using Emily Kame’s Kngwarreye, Wild Yam Dreaming and Mary Henry’s After Scarlatti. Criteria-based teacher observation/process assessment: Discusses and justifies, with evidence, which part of the art is negative and which is positive space.

3. Explain the concept of organic and geometric shapes using After Scarlatti by Mary Henry. Demonstrate and guide drawing geometric and organic shapes on class chart. Criteria-based process assessment: Draws geometric or organic shapes on the T chart.

4. Demonstrate and guide students in creating their geometric shape templates and tracing them on to their water color paper (creating a nearly equal composition of positive and negative space). Explain and demonstrate making the composition students are going to make. Criteria-based teacher room scan: Creates a minimum of two templates for geometric shapes using a ruler and/or compass and traces them onto their composition.

5. Introduce concept of warm and cool color. Criteria-based teacher observation/process assessment: Converses about cool and warm colors and gives examples of them from their real life.



ICON KEY:

= Indicates note or reminder for teacher

= Embedded assessment points in the lesson

6. Talk about craftsmanship. Demonstrate and guide using oil pastel colors to create opaque areas in composition shapes, filling the positive space with warm colored pastel. Emphasize creating unique pastel effects through blending color and watercolor washing the negative space with a cool color. Demonstrate and guide adding wash. Criteria-based teacher observation/process assessment: Colors positive space in composition with warm pastel colors and washes negative space with cool watercolor colors.

7. Facilitate collaborative peer critique and discussion through a gallery walk. Guide collaborative small group process analyzing and developing responses to questions about art. Criteria-based teacher checklist: Communicates ideas to others, makes compromises, and incorporates input/feedback to generate group responses to art.



LESSON STEPS____________________________________________1. Explain the concept of positive and negative space using art references of choice. Guide student pairs in analyzing art.

Take a look at this image. What do you think is the positive space? Why? What do you think is the negative space? Why?

Positive space is the area in a work of art that is the subject of the piece. The negative space is the area around the subject.

I’m going to show you another image. I want you to talk to the person sitting next to you about what you think is the positive and negative space in this work of art.

Criteria-based teacher observation/process assessment: Discusses and justifies, with evidence, which part of the art is negative and which is positive space. _______________________________________________________________________

2. Guide students in observing and analyzing positive and negative space using Emily Kame’s Kngwarreye, Wild Yam Dreaming and Mary Henry’s After Scarlatti.

Take a look at this piece of art called Wild Yam Dreaming. Squint and look through your eyelashes. What part of the work looks like the background, or the negative space? What part of the artwork looks like the subject, or the positive space and why?

Now take a look at this piece called After Scarlatti. Let’s assume the artist used color for the positive space and black and white for the negative space. How does the negative space create it’s own shape?



Criteria-based teacher observation/process assessment: Discusses and justifies, with evidence, which part of the art is negative and which is positive space. _______________________________________________________________________

3. Explain the concept of organic and geometric shapes using After Scarlatti by Mary Henry. Demonstrate and guide drawing geometric and organic shapes on class chart.

Now, what shapes do you notice in this work of art? These are called geometric shapes. Geometric shapes are shapes with rules and names, like rectangle, square, circle or triangle etc.

Organic shapes are shapes free forms or shapes that can represent living things with irregular edges. They don’t have names that you recognize.

Teacher draws a T chart on the whiteboard and models how to use a ruler and compass to create geometric shapes. Draws and cuts out geometric shapes.

Let’s draw a few. Can I have someone come up and draw another geometric or organic shape?

Students can also practice drawing and cutting out shapes. Criteria-based process assessment: Draws geometric or organic shapes on the T chart. _______________________________________________________________________

4. Demonstrate and guide students in creating their geometric shape templates and tracing them on to their water color paper (creating a nearly equal composition of positive and negative space). Teacher will be checking for understanding by walking around to make sure students are tracing shapes, cutting them out.

Today you are going to use rulers and compasses to create geometric shapes that you will cut out and use as a template to trace on your paper. You will aim to balance the positive and negative space.

Make sure to make your shapes large enough that you can color them in with pastels which are not sharp like a pencil.



Watch me create my first template under the document camera. Notice how my shape is not too large and not too small, so it can be easily colored in using the pastel.

Draw and cut out the geometric shapes using good craftsmanship: precise drawing and cutting skills.

Explain and demonstrate making the composition students are going to make.

Aim to have your work of art NOT be representational, like the works we looked at together. That means your art will not look like a picture of something you recognize, it will be abstract.

In planning my composition, I balance the positive and negative space. Now watch me trace my shapes on the paper.

Notice how I’m drawing enough shapes to balance out (or make approximately equal amounts of) the positive and negative space so I don’t have too much of either one.

Squint to check, ask partner, add or subtract more shapes.

Criteria-based teacher room scan: Creates a minimum of two templates for geometric shapes using a ruler and/or compass and traces them onto their composition. _______________________________________________________________________

5. Introduce concept of warm and cool color.

You will color in your geometric shapes (your positive space) in with warm colored pastels and you will do a cool color watercolor wash on top to color in your negative space with cool colors.

How can we tell the difference between warm and cool colors? Take a look at the color wheel. Which colors would you say are warm colors? Why? Which would you say are cools and why?

Name something familiar that is a warm color. (Warm colors are the things we tend to think are warm colors like red hot lava, fire and the sun which are all yellow, orange and red).

Name something familiar that is a cool color. (Cool colors tend to be on the right of the color wheel, they are the colors you associate with cold things, like blue cool water and a green cool forest).

Criteria-based teacher observation/process assessment: Converses about cool and warm colors and gives examples of them from their real life. _______________________________________________________________________

6. Talk about craftsmanship. Demonstrate and guide using oil pastel colors to create opaque areas in composition shapes, filling the positive space with warm colored pastel. Emphasize creating unique pastel effects through blending color and watercolor washing the negative space with a cool color.



Notice too that craftsmanship: time and care in creating areas of color is especially important with bold geometric compositions. Notice the precision seen in Mary Henry’s art.

When you use pastels you need to press hard enough or layer colors to create a smooth, opaque surface. You don’t want to be able to see the paper through the pastel.

Now watch how I use the white or lighter color pastel to blend the colors together. Blending color, even using just warm colors, can create many different effects that can make each composition unique.

Demonstrate and guide adding wash.

And when you watercolor wash, you take a wide brush, dip it in the watercolor and wash over the whole composition. The pastel will resist the paint because it’s made with oil so your negative space will be filled with a cool color.

Criteria-based teacher observation/process assessment: Colors positive space in composition with warm pastel colors and washes negative space with cool watercolor colors._______________________________________________________________________

7. Facilitate collaborative peer critique and discussion through a gallery walk. Guide collaborative small group process analyzing and developing responses to questions about art.

Place your composition on your table. First, you will be walking and looking at art independently. Next, you will be discussing what you noticed with your table group and collaboratively developing responses to questions (that you will share with the class).

Return to your table group and talk about each of these questions until you reach an agreed upon answer. Discuss and justify with evidence: Which artworks and observations back up your ideas?

Honor and integrate all member’s ideas, make compromises in reaching agreement on responses to questions.

How does the choice and organization of shapes change the way a composition appears or feels? How might these artworks seem if they were made with organic shapes instead of geometric shapes?

In what ways does color influence how we see the positive and negative space? What parts of the compositions look closer, and which parts farther away?

What do you think would happen if these compositions were created with cool pastel color positive shapes and warm watercolor color negative shapes?

Share your group’s agreed upon responses to the questions above with the whole class.



Criteria-based teacher checklist: Communicates ideas to others, makes compromises, and incorporates input/feedback to generate group responses to art. _______________________________________________________________________



ARTS IMPACT LESSON PLAN Arts Foundations Visual Arts Lesson 4th and 5th Grade: Positive and Negative Space with Geometric Figures

CLASS ASSESSMENT WORKSHEET

Disciplines Visual ArtsConcept Shape Space/Color Collaboration Total

3 pointsCriteria

Student Name

Creates a minimum of two templates for geometric

shapes (shapes with rules and names, like rectangle, square, circle or triangle)

using a ruler and/or compass and traces them

onto their composition.

Colors positive space in composition with warm pastel colors

(yellow, orange or red) and washes negative

space with cool watercolor colors (blue,

green or violet).

Communicates ideas to others,

makes compromises, and

incorporates input/feedback togenerate group

responses to art.1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.TotalPercentage

What was effective in the lesson? Why?

What do I want to consider for the next time I teach this lesson?

How could I connect the concepts in this lesson with other disciplines?

Teacher: Date:



ARTS IMPACT FAMILY LETTER

ARTS LESSON: Positive and Negative Space with Geometric Figures

Dear Family:

Today your child participated in a Visual Arts lesson. We talked about organic and geometric shape, positive and negative space, and warm and cool color.

We discussed the difference between positive and negative space.

We also discussed the difference between organic and geometric shapes.

We differentiated between warm and cool colors.

We drew our own geometric shapes using rulers and compasses and cut these shapes out to use as templates.

We repeated and traced our geometric shapes on watercolor paper.

We added color to our geometric (positive) shapes using warm colored pastels.

We added color the negative space using a cool colored watercolor wash over the entire art piece.

Last, we went on a gallery walk and then collaborated in groups to observe and reflect on our own and classmate’s art.

At home, you could notice and draw geometric and organic shapes seen in your environment. You could also use warm/cool color combinations to emphasize the positive and negative space defined by those shapes.

Enduring Understanding

Compositions can have positive and negative space. Shapes can be organic or geometric. Colors can be classified as warm or cool.



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Shape · Web viewArts Impact Arts Foundations 2015-16 Marina Pita; Concord International Elementary School; Positive and Negative Space with Geometric Figures 6 (shapes with rules