Submitted by: Gloria Rabinowitz,
North
Shore Hebrew Academy HS, Great Neck, NY
UNIT: Collage - Design - Positive Negative Space
Lesson: Positive/Negative Space - Black and White
non-objective collage
Grade Level: middle school though high school (see middle
school adaptation)
Objectives:
To create a collage using cut black and white paper utilizing
positive and
negative space.
Materials:
Black and white construction paper, glue, scissors, black backing
surface
(construction paper)
Resources:
Henri Matisse, Stuart Davis and other
non-objective art
Procedure:
1) Discuss the meaning of "positive" and
"negative" space in a work of art.
Show examples from abstract art and representational art. Discuss
Notan in Japanese art and design - balance of white and black
/positive/negative space.
2) Have students cut large and small shapes of black and white
paper and
glue them to a backing surface.
Evaluation:
1) Is the composition unified?
2) Can the students discriminate between foreground and
background?
3) Are the positive and negative shapes balanced?
3) Did the students create a good work of art utilizing the
elements of art and principles of design?
Alternate Idea:
Introduce one color as accent and talk
about emphasis/center of interest.
Assessment: Revise Rubric at bottom
Submitted by: Brenda Robson
UNIT: Design - Positive/Negative Shape - Notan - Emphasis
Lesson: Non-Objective Cut Paper Design with color accent
  
Click images for larger views
Objective:
Create a balance of black
and white - with added color accent for emphasis/center of
interest.
Materials:
6" x 9"
rectangle of black construction paper, 6" x 9"
rectangles of assorted construction paper, scissors, glue, 12 x 18
white paper
Motivation:
- Discuss Notan - balance of
positive/negative space.
- Review organic and geometric shape - show
examples of non-objective art (See Stuart Davis)
- Review principles of design - balance -
emphasis/center of interest - unity/variety
Procedures:
- students select 2 pieces of black
construction paper and one color accent.
- Cut the black construction paper -
non-objective organic shapes.
- Arrange shapes on 12" x 18"
white paper to create a balanced design.
- Cut a related shape from accent color
construction paper - arrange to create a focal point.
- Glue all shapes to 12" x 18"
paper.
- Critique.
Assessment: Revise Rubric below
Rubric:
|
Assessment
Rubric
|
|
Student Name:
|
Class Period:
|
|
Assignment:
Black
and White Positive Negative Design
|
Date Completed:
|
|
Circle the
number in pencil that
best shows how well you feel that you completed that
criterion for the assignment.
|
Excellent
|
Good
|
Average
|
Needs
Improvement
|
Rate
Yourself
|
Teacher’s
Rating
|
|
Criteria 1 – Student can fully
explain positive and negative space
|
10 - 9
|
8
- 9
|
7-
8
|
6
or below
|
|
|
|
Criteria 2 – Composition show
a good balance of positive negative space
|
10 - 9
|
8
- 9 |
7-
8
|
6
or below
|
|
|
|
Criteria 3 – Composition shows use
and understanding of design principles.
|
10 - 9
|
8
- 9 |
7-
8
|
6
or below
|
|
|
|
Criteria 4 – Effort: took time to
develop idea & complete project? (Didn’t rush.) Good
use of class time?
|
10 - 9
|
8
- 9
|
7-
8 |
6
or below
|
|
|
|
Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the
art tools & media?
|
10 - 9
|
8
- 9 |
7-
8
|
6
or below
|
|
|
|
Total:
50
(possible
points)
|
Grade:
|
|
|
|
|
Your Total
|
Teacher Total
|
Student
Comments:
Teacher
Comments:
National Standards:
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
4.
Understanding the visual arts in relation to history and
cultures |
5.
Reflecting upon and assessing the characteristics and
merits of their work and the work of others |
| Students
select media, techniques, and processes; analyze what
makes them effective or not effective in communicating
ideas; and reflect upon the effectiveness of their choices |
Students
generalize about the effects of visual structures and
functions and reflect upon these effects in their own work |
Students
know and compare the characteristics of artworks in
various eras and cultures |
|
| Students
intentionally take advantage of the qualities and
characteristics of art media, techniques, and processes to
enhance communication of their experiences and ideas |
Students
employ organizational structures and analyze what makes
them effective or not effective in the communication of
ideas |
|
Students
analyze contemporary and historic meanings in specific
artworks through cultural and aesthetic inquiry |
| |
Students
select and use the qualities of structures and functions
of art to improve communication of their ideas |
|
Students
describe and compare a variety of individual responses to
their own artworks and to artworks from various eras and
cultures |
| 
