Hands-On Studio Project: Geometric Data Designs

1. Review the artworks by Sol LeWitt, Sarah Sze, and others in this issue of Scholastic Art. Discuss the artists’ processes and how they represent ideas with geometric shapes, color, and scale.
2. Explain that students will design a geometric artwork. Their designs should visually communicate data they’ve collected or an idea.

1. Each student should select a concept to research. Present the following statement: Conceptual art is art for which the idea behind the work is often more important than the finished art. Reference Sze’s use of shape, color, repetition, and materials to present changes in light through time and space.
2. Encourage students to spend time brainstorming and researching different types of data drawing. Make suggestions to help students think creatively.
3. For example, students may visually compare their screen time from before the pandemic with their screen time during the pandemic.
4. After selecting an idea to interpret, students will each create a design in his or her sketchbook. Have students ask one another: Does my design communicate my idea and/or convey meaning?

1. Explain that geometric shapes can be created with many different media and approaches to reinforce concepts within the final artwork. Let students know that they can work in any medium they choose, but they should remember to think about the relationship between their idea and the medium.
2. Demonstrate drawing with technology. This will vary depending on resources. There are free drawing apps available for use with cell phones and tablets.
3. Suggest that students work with materials that allow for precise geometric shape: markers, graphite, pencil, crayon.
4. Show how acrylic paint and painters tape can create bold geometric designs. Students should practice with tape and paint before working on final surfaces.
5. Have students develop instructions or a drawing plan in their sketchbooks. Remind them that the process is a significant part of the final artwork.

1. Students will create a final image with chosen materials, data, and instructions.
2. Encourage students to work together, interpreting one another’s instructions to make collaborative work as murals, sidewalk chalk, or wall art. Provide options for sharing data drawings, art instructions, and final conceptual designs.
3. Conclude with a class critique. Have students complete the “Artist Statement: Geometric Data Designs” skills sheet.

1. Did student demonstrate an understanding of Conceptual art?
2. Did student experiment with geometric shapes to visually represent data?

— Prepared by: Lisa Yamaoka

South Kamloops Secondary School

Kamloops, British Columbia, Canada