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Negative Space is Positively Geometry (elementary)

Last changed: 05/20/2019 12:42pm
2 , 3 , 4 , 5 Theatre Visual Art
Visual Art Math English
Both Grade Level and Arts/PE Program Alignment
1 60 min
1 60 min
In-School Workshop
all year
$10 0
$250 0
yes Phone , Email
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.
In this engaging program students will use a plexiglass picture plane (provided by the artist) to explore how negative space (the background) 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. Students plexiglass sketches result in original designs which students learn to transfer "draw" to paper by focusing on the negative shapes. 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 step by step instructions.
In the arts classroom students will make connections between negative spaces and shapes to artistic composition. 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.
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Sanna Stanley

www.SannaStanley.com