Notan
TITLE: NOTAN
Author: Zachary Baggett
Year: 2016
Artform: Visual Art Grade: 4
Duration: 45 Min Session
OVERVIEW Learners will explore concepts of positive and negative polarity by creating artworks using the Japanese Notan art form.
SUPPLIES, EQUIPMENT AND RESOURCES
Projector
Visual references of Notan Art
Document Camera
Sissors and Glue for each Student
Cardstock paper -cut into quarter sheets (4.25" x 5.5")- 1 per child
Colored construction paper- 1 per child
FINE ART STANDARDS Standard 4.V.R.2: Analyze components in visual imagery that convey messages.
INTEGRATED STANDARDS Math Standard 4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
OBJECTIVES
Students will apply principles of design with positive and negative
space.
Learners will explore notions of symmetry and geometric principles of transfer
Students will associate positve and negative polarity to uses in science
and mathematics.
TEACHING AND TIMELINE
INTRODUCTION (5 Min) Welcome Class. Supply hand out supplies.
DEMONSTRATION
Lecture (5 min) Begin the lecture with visual references of Notan artwork. Explain the uses of Notan, particularly it's uses in graphic design. Describe graphic design as a profession. Introduce vocabulary of positive and negative space. Live demonstration (10 min) Under a live stream document camera, show the students how to cut "negative shapes" out of their "positive shape". Show how the shape hole is a negative shape. Reflect the cut out shape over the line of symmetry so that the cut out shape and the negative shape relflect eachother. Use a think out loud model here. Show that the cut out shape is not rotated to create symmetry, it must be flipped over the line of symmetry. Discuss each of these vocabulary terms. Show that a shape that has been cut out and reflected, can in turn also have a piece cut out from it, and reflected back over the line of symmetry. This creates positive, negative variations of the shapes within themselves. Demonstrate this process 2 to 3 times. Emphasize that each piece that is cut out is essential to the artwork, like a puzzle piece. Emphasize that simple shapes, and large shapes make more effective Notan designs. Warn about cuting off corners of the notan. Play positive negative game, by pointing to a shape and having students provide choral response of whether a shape is positive or negative.
WORK PERIOD 20 Min Student work period. Circulate room and help students that are displaying signs of frustration. Note common difficulties and address such difficulties vocally as guiding principles. Help students directly if principles of symmetry are not being demonstrated on the page. Ask for permission to help organize puzzle pieces when necessary.
CLOSURE/SUMMARY 5 Min Use attention prompt. With students attention, reinforce new vocabulary terms. Address student agency in selecting a pice for upcoming art show.
INTEGRATION INFORMATION Once terms of positve and negative space are introduced, have students brainstorm in groups different places that positve and negative signs are used, and what they are used for. Specifically address, mathematics, electrical currents, magnetism.
ESSENTIAL QUESTIONS How can understanding positve and negative spaces visually reinorce my understanding of the scientific and mathematic usages of positves and negatives? How can what I learn in art be applied to a futuer job?
DIFFERENTIATION Several teaching strategies are used including: 1. Direct Instruction 2. Active Response with positive negative game 3. Live Demonstration 4. Individualized coaching 5. Small group work.
HISTORICAL ELEMENT Show work of M.C. Escher, mathematician and artist. VOCABULARY Notan Positive Space Negative Space Polarity Line of symmetry Graphic Design Reflection
ASSESSMENT STRATEGIES Informal observation of principles of symmetry based on piece placement. Self assessment strategy by having students deem whether their artwork reflects their best work, and if it is the piece they would most like to be shown in the annual art exhibition.
OTHER INFORMATION Common difficulties include students cutting pieces too small, and losing pieces, or losing track of where pieces belong. Emphasize large pieces, and emphasize organizing pieces on paper, not on desk. This method can be used to integrate design principles for hearts, or letters that use symmetry.
