Non-Objective Design Collage

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, White Glue, Scissors, black backing surface
(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- Printed in exactly the same colors, using paper and inks similar to the 1947 edition, this volume allows readers to experience Jazz in its original, unbound form. The book provides a thorough historical context to Matisse's cut-outs, tracing their genesis in his 1930 trip to Tahiti, through to his final years in Nice.

 

Stuart Davis - This book presents superlative examples of why Stuart Davis is seen by artists & art historians alike as one of the greatest American painters of the 20th Century.

 

Posters/prints

• The Knife Thrower by Henri Matisse
• Henri Matisse The Knife Throw Plate
• Sea Beasts by Henri Matisse
• Stuart Davis- Combination Concrete
• Stuart Davis- Hot Still-Scape for Six Colors

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, 9" x 6" (23 x 15 cm) rectangles of assorted Construction Paper, Scissors, White Glue, 12 x 18 (30.5 x 46 cm) white Drawing Paper

 

Motivation:

1. Discuss Notan - balance of positive/negative space.

2. Review organic and geometric shape - show examples of non-objective art (See Stuart Davis)

3. Review principles of design - balance - emphasis/center of interest - unity/variety

Procedures:

1. Students select 2 pieces of black construction paper and one color accent.

2. Cut the black construction paper - non-objective organic shapes.

3. Arrange shapes on 12" x 18" (30.5 x 46 cm) white paper to create a balanced design.

4. Cut a related shape from accent color construction paper - arrange to create a focal point.

5. Glue all shapes to 12" x 18" (30.5 x 46 cm) paper.

6. 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
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