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. For higher grades students enjoy an easy way to see perspective as they translate 3 dimensional space and objects into 2 dimensional shapes.
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 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: 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: 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.