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Negative Space is Positively Geometry

Last changed: 05/03/2018 10:01am
2 , 3 , 4 , 5 , 6 , 7 , 8 Visual Art Theatre Dance
Visual Art English Math
Both Grade Level and Arts/PE Program Alignment
1 60 min
1 60 min
In-School Workshop
all year
$10 0
$250 0
yes Email , Phone
plexiglass for picture planes; cutout frames; dry-erase markers; demonstration materials; examples; study guide
dry erase board and markers for demonstration and artist's notes; copy paper for student work; pencils; scissors for props; student protracters and rulers if measurement applies such as in Math classrooms
Students at tables or desk clusters so they can see white board/front of room. Table or area for artist's materials. With teacher approval, students may move around to look around the classroom for additional negative space shapes.
I CAN identify positive form and negative space. I CAN identify geometric shapes in negative spaces. I CAN create a design turning negative shapes into positive form. I CAN use a clear plastic sheet to help me understand how 3D space turns into shapes on the 2D picture plane.
In this engaging program students will use a picture plane (provided by the artist) to explore how negative space (what we're not focused on) is as important as the object (positive form) in creating art and in defining geometric shapes. This very accessible method of drawing what you see (copy) is a fun way for students to develop confidence in drawing while discovering geometric shapes in their environment. For higher grades students enjoy an easy way to see perspective as they translate 3 dimensional space and objects into 2 dimensional shapes. Students plexiglass sketches result in original designs which students learn to transfer "draw" to paper by focusing on the negative shapes in their work! During the program the artist uses questions to elicit reflection and observation from students; the artist models concepts and how to use the picture plane; and keeps the lesson moving along with scaffolded instructions that facilitate the students' experiences.
In the arts classroom students will make connections between negative spaces and shapes to artistic composition and how negative space is used in painted or photographed images in the room. With higher grades, additional discussion of perspective includes how geometric shapes and angles represent three dimensional depth. In a physical education or dance classroom the material can used to clarify how movements and postures of their bodies make shapes in space, how "negative space" or the space around them is important both in defining a movement or in working with others (personal space, shared space).
This program makes the skill of drawing very accessible to any student at the same time as being a superb way to approach the perception of shapes in geometry! Students enjoy using different materials to explore their own mark-making and creativity.
1-2 caregivers are welcome to assist with handing out/collecting materials; to walk around and ensure student understanding of tasks; and to ask questions that help students clarify what they understand.

Grade 2

Grade 2: Mathematics Standards: Geometry: Reason with shapes and their attributes. 1. Recognize and draw shapes having specified attributes, such as a given number of equal face. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Grade 2: Mathematics Standards: Measurement and Data:Measure and estimate lengths in standards units. 1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Grade 2: Visual Arts: Creating: Anchor Standard 1. Generate and conceptualize artistic ideas and work. A. Make art or design with various materials and tools to explore personal interests, questions, and curiosity.
Grade 2: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. A. Experiment with various materials and tools to explore personal interests in a work of art or design.

Grade 3

Grade 3: Mathematics Standards: Geometry: Reason with shapes and their attributes. 1. Understand that shapes in different categories (e.g. rhombuses, rectangles, and others) may share attributes (e.g. having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals.). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Grade 3: Mathematics Standards: Measurement and Data: Geometric measurement: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
Grade 3: Visual Arts: Creating: Anchor Standard 1. Generate and conceptualize artistic ideas and work. A. Elaborate on an imaginative idea.
Grade 3: Visual Arts: Creating: Anchor Standard 3: Refine and complete artistic work. A. Elaborate visual information by adding details in an artwork to enhance emerging meaning.

Grade 4

Grade 4: Mathematics Standards: Geometry: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Grade 4: Mathematics Standards: Geometry: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
Grade 4: Visual Arts: Creating: Anchor Standard 1. Generate and conceptualize artistic ideas and work. A. Brainstorm multiple approaches to a creative art or design problem.
Grade 4: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. A. Explore and invent art-making techniques and approaches.

Grade 5

Grade 5: Mathematics: Geometry: Classify two-dimensional figures into categories based on their properties: 4. Classify two- dimensional figures in a hierarchy based on properties.
Grade 5: Mathematics: Geometry: Classify two-dimensional figures into categories based on their properties: 3. Understand that attributes belonging to a category of two- dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
Grade 5: Visual Arts: Creating: Anchor Standard 1. Generate and conceptualize artistic ideas and work. A. Combine ideas to generate an innovative idea for art-making.
Grade 5: Visual Arts: Creating: Anchor Standard 3: Refine and complete artistic work. A. Create artist statements using art vocabulary to describe personal choices in art- making.

Grade 6

Grade 6: Mathematics Standards: Geometry: Solve real-world and mathematical problems involving area, surface area, and volume. 1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles or other shapes; apply these techniques in the context of solving real-world and mathematical problems.
Grade 6: Visual Arts: Creating: Anchor Standard 1. Generate and conceptualize artistic ideas and work. A.Combine concepts collaboratively to generate innovative ideas for creating art.
Grade 6: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. A. Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.

Grade 7

Grade 7: Mathematics Standards: Geometry: Draw, construct, and describe geometrical figures and describe the relationships between them. 2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
Grade 7: Mathematics Standards: Geometry: Solve real-life and mathematical problems involving angle measure, surface area, and volume. 6. Solve real-world and mathematical problems involving area, volume and surface area of two and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Grade 7: Visual Arts: Creating: Anchor Standard 1. Generate and conceptualize artistic ideas and work. A. Apply methods to overcome creative blocks.
Grade 7: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. A. Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.

Grade 8

Grade 8: Mathematics Standards: Geometry: Understand congruence and similarity using physical models, transparencies, or geometry software. 1. Verify experimentally the properties of rotations, reflections, and translations. a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure.
Grade 8: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. A. Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art- making or designing.
Grade 8: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. A. Select, organize, and design images and words to make visually clear and compelling presentations.
Get to Know Our Arts Provider:

Sanna Stanley

www.SannaStanley.com