![]() Put the square in the middle and gently mark the corners so there is a frame for the black square. Give each student a black construction paper square and a piece of bright colored paper of their choice. Show how putting black square on black paper makes it blend in, while putting it on a paper of a contrasting color makes its outline stand out. ![]() If they are seeing faces, then they are seeing the black areas as the positive space (and the white area as the negative space). Learning Activities: -If students see a vase, then they are seeing the white area as the positive space (the black areas become the negative space). ![]() Ask students, who sees a vase? Who sees a face? Discuss findings. What is it? Where have you seen it? -Put picture of vase/faces on the SMARTboard. Assessment: Formative comments during the art process Assessment of learning on a rubric Time(~1 h) Teaching Points Notes (~3min) (~3min) (~3min) (~3min) (~2min) (~40min ) Anticipatory Set: -Probe students for prior knowledge about positive and negative space. Component 7A- The centre of interest can be made prominent by contrasting its size, shape, colour or texture from the other parts of the composition. ![]() TOPIC: Positive and Negative Space Date: Friday NovemSubject: Art 3/4 Intentions/Objectives/Outcomes: Grade 3/4 Art: Component 5A- Looking at negative shapes helps create a diļ¬erent view of something. ![]()
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