Creative Journeys: Exploring Art and Design · 1st Class

Active learning ideas

Creating Dynamic Compositions with Shapes

Active learning works well for this topic because children need to physically manipulate shapes to understand how positive and negative space interact. When students place, move, and overlap shapes themselves, they build spatial reasoning skills that static worksheets cannot provide.

• NCCA Curriculum Specifications
• NCCA: Visual Arts - Drawing 1.1
• NCCA: Visual Arts - Composition 1.4

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Project-Based Learning
• 30 min · Pairs

Pairs Collage: Overlapping Shapes

Partners cut circles and squares from colored paper. They arrange and glue shapes to overlap on a shared background, discussing new forms created. End with labeling positive and negative spaces.

What happens when you put one shape in front of another?

Facilitation Tip

During Pairs Collage, remind students to take turns placing shapes so both partners contribute to the overlapping effect.

What to look for

Present students with a pre-made composition of overlapping shapes. Ask: 'Point to one place where two shapes overlap. What new shape do you see there? Is this positive or negative space?'

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 02

• Project-Based Learning
• 25 min · Small Groups

Small Groups: Shape Space Hunt

Groups search classroom for positive and negative spaces in objects or drawings. They sketch findings and create a group poster showing overlaps. Share observations with the class.

Can you make a picture using only circles and squares?

Facilitation Tip

For Shape Space Hunt, model how to trace the gaps between shapes to highlight negative space before sending groups to explore.

What to look for

Give each student a small piece of paper. Ask them to draw one shape overlapping another and label one area as 'positive space' and one area as 'negative space'. Collect these to check understanding of the terms.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 03

• Project-Based Learning
• 35 min · Whole Class

Whole Class: Dynamic Shape Story

Project large paper. Class adds shapes one by one, overlapping to build a story scene like a fantastical landscape. Vote on placements and narrate the final composition.

What do you notice about the spaces between the shapes in your picture?

Facilitation Tip

In Dynamic Shape Story, pause to ask guiding questions like 'Which shape looks closer to you? How does the space around it make that happen?' to focus discussions.

What to look for

Display several student artworks. Ask the class: 'Which picture feels the most balanced to you? Why? How did the artist use the space around the shapes?' Encourage students to use the vocabulary terms.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 04

• Project-Based Learning
• 20 min · Individual

Individual: Circles and Squares Picture

Each child uses only circles and squares to draw a picture. Experiment with overlaps and spaces, then explain choices to a partner. Display for peer feedback.

What happens when you put one shape in front of another?

Facilitation Tip

During Circles and Squares Picture, provide pre-cut shapes in two colors so students can clearly see positive and negative space before arranging.

What to look for

Present students with a pre-made composition of overlapping shapes. Ask: 'Point to one place where two shapes overlap. What new shape do you see there? Is this positive or negative space?'

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

A few notes on teaching this unit

Teach this topic by modeling your own thinking aloud as you arrange shapes. Show students how to step back from their work to ask, 'Where does the eye go first?' Avoid correcting early attempts too quickly. Instead, ask questions that guide students to notice overlaps and gaps themselves. Research suggests concrete manipulation of shapes builds stronger spatial skills than abstract explanations alone.

Successful learning looks like students confidently discussing how shapes overlap to create depth and balance in their compositions. Children should use terms like positive and negative space naturally while explaining their choices during group work and individual tasks.

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Watch Out for These Misconceptions

• During Pairs Collage, watch for students keeping shapes separate or taped only at edges.

  Prompt pairs to overlap at least three shapes intentionally, then ask 'What new shape did you make where the red circle crosses the blue square?' to redirect their focus to layering.

• During Shape Space Hunt, listen for students calling the gaps between shapes 'empty' or 'nothing'.

  Ask groups to trace the gaps with their fingers and name them as shapes themselves, then compare the traced shapes to the positive spaces they found.

• During Circles and Squares Picture, notice if students label every area as positive space.

  Have students use a different colored pencil to outline the gaps, then ask 'Which areas did you color? Those are negative spaces—how do they help your picture?'

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Methods used in this brief

• Project-Based Learning