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
(construction paper)
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.
Resources:
Henri Matisse, Stuart Davis and other non-objective art.
Books
Henri Matisse: Cut-Outs - Drawing with Scissors
Stuart Davis
Posters/prints
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:
9" x 6"
(23 x 15 cm) rectangle of black Construction 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" (30.5 x 46 cm) 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" (30.5 x 46 cm) paper.
Critique.
Resource Links
Matisse Cut-outs 
- A lesson in PDF for 7th grade. Lesson from Norfork High School.
Henri Matisse Unit - A unit of lessons in PDF from Mesa County Valley School District #51. The first half of the unit is at the elementary level. The second half is at the middle school level.
Assessment: Revise Rubric below
Rubric:
Assessment Rubric |
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Student Name:
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Class Period: |
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Assignment: Black and White Positive Negative Design |
Date Completed: |
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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 |
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Criteria 1 – Student can fully explain positive and negative space |
10 - 9 |
8 - 9 |
7 - 8 |
6 or below |
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Criteria 2 – Composition show a good balance of positive negative space |
10 - 9 |
8 - 9 |
7 - 8 |
6 or below |
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Criteria 3 – Composition shows use and understanding of design principles. |
10 - 9 |
8 - 9 |
7 - 8 |
6 or below |
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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 |
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Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media? |
10 - 9 |
8 - 9 |
7 - 8 |
6 or below |
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Total: 50 (possible points) |
Grade:
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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 |
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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 |
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Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry |
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Students select and use the qualities of structures and functions of art to improve communication of their ideas |
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Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures |
