Teacher: Colleen Keeley

Subject: Positive and Negative Space

Title of Lesson: Notan Designs(Day 3)

Date: September 24, 2015

Grade Level: 6th
Lesson Length:

Overview of the Lesson

Lesson Summary:
In this lesson the students will learn about positive and negative space by
creating a Notan Asymmetric Tessellation
Massachusetts Framework Standards:

2.11 For space and composition, create unified 2D and 3D

compositions that demonstrate an understanding of balance,
repetition, rhythm, scale, proportion, unity, harmony, and emphasis.
Create 2D compositions that give the illusion of 3D space and
volume.

4.4 Produce work that shows an understanding of the concept of

craftsmanship

1.7 Maintain the workspace, materials, and tools responsibly and

safely

Lesson Objectives: The students will be able to

The students will be able to successfully create a Notan design showing
positive and negative space.
1. To learn about Notan.
2. To learn about positive and negative space.
4. To understand about symmetry and asymmetry, and the Principle of Design,
Balance.
5. To understand the Elements of Art: Space and Shape (Positive and
Negative).
Materials/Equipment to be Used in Teaching the Lesson:
PowerPoint
Construction paper (black and white)
Scissors
Glue
Enduring Understandings:
Big Ideas:
The students will understand the importance of positive and negative

space in a composition.
Good design has a balance of light and dark.
Using the Notan concept of light and dark enhances design.

Concepts:
Notan
Positive, Negative Space
Balance
Symmetry
Abstract
Contrast

Essential Questions:
Where do we see designs in real life that are symmetrical?
What is balance?
Content
Factual Content:
The students will learn about how positive and negative space is an
important concept used in art, they will learn about balance, and
symmetry.
Vocabulary: Notan, Positive Space, Negative Space, Balance, Symmetry, Cut,
Mirror
Tier 1: Balance, Cut, Mirror
Tier 2: Positive Space, Negative Space
Tier 3: Notan, Symmetry, Contrast
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills - What key skills will be taught or practiced in this
lesson?
The students will practice making a design symmetrical.
The students will create abstract designs.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
Performance tasks:
I am going to show the students a series of pictures asking them to write down what the
first thing they saw was, then after I reveal the 2 possible options in the picture im going to
explain negative and positive space. For the rest of the pictures they are going to have to
tell me what the positive and negative space are in each picture.

The students will fill out a worksheet that goes along with the PowerPoint to first learn
about the information being presented.
Then the students will create a Notan design showing their understanding of Positive
space, Negative space, and Contrast.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Explanation

ns

Small Group Demo:

1. Bring students around one table to review on positive
and negative space, and how they will be creating it
throughout their project.
2. Talk about how if they want their object to be one
whole object when its cut and flipped, then that object
needs to be symmetrical. But if they have something
that isnt symmetrical then they need to draw it all
inside the box and when they cut it out, they will have
2 whole objects. (show my example)
3. Rough Draft Cuts: The students will take their
practice drawings and practice cutting and flipping
their images. When they cut something out have the
students us the black table surface as their background
so they can get a sense of what it will look like when
they do their final copy. By doing this step the students
can see if they need to adjust their drawings or cut
them out in a different way when it comes time to start
their final draft. This will take all of the class time and
even 2 more day before moving onto the steps of the
final copy.
Work Period:
6: The students will return to their seats and continue to
work on their rough drafts.

1. Attendance
2. Homework
3. Review: Ask the students who can
remember what the project were working
on and important things we want to
remember when creating them.
Procedures/Transitio Procedures:

Closure

Clean Up: The students need to put their

worksheets away in their folders and return their
folders to the cabinet.

Homework/Extensio
n Activities
Reflection
The Lesson Plan

Teaching
Skills

What did I learn today about:

What went well?
The steps were broken down perfectly for each day of
the unit, I knew this was going to be a challenging
project for 6th graders, but by breaking the steps
down and allowing them to have such a long rough
draft time period, they were able to get the concept
of the project.
What areas of weakness need addressing?
Reinforcing to save every piece, and even though I
constantly said it over and over and had it written on
the board / showed the class and example of
DRAWING BIG.
What could have been done to improve this lesson?
Had a day to have the students work as a group to
draw, cut and flip simple shapes so they can see the
project in a simpler form, and work together to figure
it out.
Which objectives were met? What is the evidence?
Which students did not meet objectives? Why?
The objective of creating positive and negative space
in their rough draft was met. By cutting and flipping
their designs they could see the positive and
negative space that was created. There were a couple
of boys that didnt fully understand the instructions
because they didnt save every piece they created
but spent extra time with then breaking it down.
What did you do well in this lesson?
I took a good portion in the beginning of class to
bring the class around one table to show / have a
discussion on the next step of the project, while
showing them how to do it with a hands on
demonstration.
What areas of weakness need addressing?
My explanation of how to cut and flip their designs, I
did take a lot of time explaining and showing the
students what to do, but not every student

The Students

understood my instruction.
What could be done to provide better instruction in
the future?
After my demonstration I asked multiple questions to
see if every student knew what was going on but for
the student who didnt and didnt speak up, I think I
should have set up the back table to have any
students who were having trouble understanding
come up and have me re-explain it and take extra
time to break down the steps.
Were you pleased with the performance of the
students?
Yes, I knew this project was going to be a challenge
and so far I am impressed with their creativity and
focus on the project.
What did they do well? What did they struggle with?
They did well with making their projects unique, some
students did or didnt struggle with cutting and
flipping their projects, but most students were
successful at their rough draft.
What can be done to help them do better in the
future?
Again setting up a back table where they can take
extra time with me to break down the steps and talk
things out with me.