Space

Heather, Natalie, Emily, & Rachel

29 February 2016

Overview

Curriculum outcomes

Where to start!

What is space?

Negative vs. positive space

Activity

2D vs. 3D space

Activity

Closing discussion

Curriculum Outcomes
Grades K-2:
GCO 1- SCO 1.1
GCO 2- SCO 2.1, 2.2, 2.3
GCO 4 - SCO 4.4

Grade 3 - Grade 5:
GCO 1 - SCO 3.1.1
GCO 2 - SCO 3.2.1, 3.2.3
GCO 3 - SCO 3.3.1, 3.3.2, 3.3.5

Curriculum Outcomes
Kindergarten:

Describe and play with spacial awareness (big vs. small, boundaries, and
borders...)
Introduce horizon lines

Grade one:

Experiment and identify off-the-page, where an image extends beyond the

page

Grade two:

Experiment with overlap of objects

Curriculum Outcomes

Grade 3:

Identify and describe foreground, middle-ground, and background

Grade 4:

Identify and describe positive and negative space

Explore techniques to create the illusion of depth (e.g. placement, size,
overlap, detail)

Grade 5:

Experiment with techniques to create the illusion of depth (e.g. linear

perspective, atmospheric perspective, shading and shadows)

Where To Start
Kindergarten lesson
Horizon lines
Big vs. small
Boundaries and borders

Where To Start?
Apple Activity

Draw an apple on the piece of paper provided

YOU choose the size, the placement, and the color (doesn t have to be fancy)
Compare your apple with an elbow partner
What is similar? What is different? How much space on the paper is your
apple taking?
What is your conclusion?

Space is
the empty or open area between, around, above, below, or
within objects
positive space is the space of the center of interest
what draws our attention to objects on a page or piece of
artwork
negative space is what surrounds the center of interest
the perspective, and proportion of objects, lines, or shape
the variation of sizes of space of objects either real or imagined

Negative
-Space that surrounds
the areas of interest
-Essentially, it is the
background
-Doesnt necessarily
mean bad space

Positive
-Space or area(s) of
interest according to the
viewer
-There can be more
than 1 positive area in a
piece of art
-Doesnt necessarily
mean good space

WORK TOGETHER*

Positive or Negative Space?

DEPENDENT!!

Essentially, the artist creates both the positive and negative space
in each individual piece of art, based on their use of objects,
elements, and/or images.

Paint swatches
Activity
Divide the paint swatches between members of your group, but you
will still need to work collaboratively to create one image or scene.
Create a positive/negative masterpiece using the paint swatches and
a sheet of black construction paper
Think about which part is considered your positive space? Negative
space?
Is it balanced? Positively dominated? or Negatively dominated?

2D Space

3D Space

an illusion of space

Space over, under, through,

behind, and around an object or
form

example:
creating the illusion of
depth in 2D

example:
sculpture, jewelry, woodwork,
architecture

Perspectives of Space in 2D
Linear Perspective: smaller objects look farther away

Aerial Perspective: blurred or lighter objects are distant

Overlapping: close objects block the view of objects

further away

The 6 Ways of Creating Space in 2D

1.

Overlapping - when two objects overlap, the first seems closer

2.

Placement on paper - lower placement appears closer (compared to eye level)

3.

Size - larger objects appear closer

4.

Detail - clear, sharp edges & obvious details appear closer

5.

Colour and Value - bright seems closer, dull & light seem further away

6.

Perspective - creates the illusion of depth and volume

Sculptures in a Box
Activity
1. Sculpt an object of your choice with the playdoh. Make sure that
everyone at your table shares!
2. Lay the box on its side so the opening is facing you.
3. Place the sculpted object in the box, varying the depth (placement).
4. How is space used when you vary the placement of your object?
5. How is this activity similar to the apple activity?
6. What are your conclusions?

Discussion Questions
Discuss in your groups if the activities youve seen today
should be adapted to students with exceptionalities.
Explain why and how.
Discuss in your groups what kind of space activities you
tried on your first practicum and what could you try on
your second practicum?

References
Art Foundations. (2007). Elements of design: Space. Retrieved from: http://www.wcs.k12.mi.us/cousino/wcsart/Art%20Foundatons%
20Site/space.html
Bailey, D., & Pickering-Walters, K. (2011). Elements of art - space. Retrieved from: https://www.youtube.com/watch?v=sQZLqvgTPjA
Fussell, M. (2015). Positive and negative space. Retrieved from: http://thevirtualinstructor.com/positive-and-negative-space.html
Fussell, M. (2015). The elements of art- space. Retrieved from: http://thevirtualinstructor.com/space.html
New Brunswick Department of Education and Early Childhood Development. (2012). Visual Arts Education Curriculum: Grade 3.
Retrieved from http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Arts/VisualArts-Grade3.pdf
New Brunswick Department of Education and Early Childhood Development. (2014). Visual Arts Education Curriculum: Grades K-2.
Retrieved from http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Arts/Vis

THANK YOU!