Light and Shadow

Overview

Students begin the unit by examining how light and shadow shape what we notice, how images feel, and what viewers think. They discuss visual examples and create a simple shadow drawing to practise representing light direction.

Learning intentions

• Students will explore how light and shadow change appearance, form, and mood in visual media.
• Students will describe observations using art language (light source, shadow shape, contrast).
• Students will experiment with drawing techniques to create a clear light-to-shadow range.

Success criteria

• I can explain how a light source changes the shape and placement of shadows.
• I can use contrast (light, mid-tone, dark) to show shadow in my drawing.
• I can describe how light and shadow influence mood or meaning in an artwork.
• I can present my artwork clearly and respond respectfully to peer feedback.

Curriculum links

• Creating and making visual artworks using drawing, colour/tones, and visual conventions to communicate ideas.
• Responding to and reflecting on artworks by describing features and expressing interpretations.
• Understanding that artworks can influence feelings and meaning through composition, contrast, and lighting.

Lesson structure (60 minutes)

1. 5 min – Hook with quick examples Show 2–3 images (or short teacher-selected clips) of objects or characters under different lighting (e.g., torchlight vs daylight, bright vs dim scenes). Students do a quick “Notice/Wonder” using sticky notes or a quick talk-turn.

2. 10 min – Whole-class discussion (I do / We do) Model looking closely: identify the implied light source, where shadows fall, and how dark areas change the object’s edges and shape. Emphasise that shadows are evidence of light direction and that contrast can create mood (calm, mysterious, dramatic).

3. 12 min – Vocabulary mini-lesson and guided practice (I do / We do) Introduce key terms and connect them to the examples: light source, highlights, cast shadow, shape/edge, contrast, tone range. Do a “teacher draw-along” on the board: a simple ball/box with one light direction, then shade to create a clear gradient and a cast shadow on a surface.

4. 20 min – Create: shadow drawing (You do) Students choose one option:

• Option A: Trace an outline of a simple object (cup, box template, hand outline) and shade it using a reference photo the teacher provides (single light direction).
• Option B: Draw a simple character scene (no faces required) using a torch/spotlight effect from one side. Requirement: show at least three tones (light/mid/dark) and include the cast shadow where it belongs.

5. 8 min – Gallery walk and feedback Students do a brief gallery walk in pairs. They use a two-sentence feedback format: “I notice…” and “I think it feels…” relating to mood/meaning created by contrast and shadow placement.

6. 5 min – Reflection and next-lesson preview Students share one learning: how changing light changes perception, and what they will try next time (e.g., stronger contrast, different light angles, adding background for more dramatic shadow).

Resources

• Slide deck or printed images showing different light and shadow scenarios
• Short, teacher-selected children-appropriate clips or image sequences (teacher plays; no links required)
• Board/markers, projector/screen
• Drawing paper (A4 or A3), pencils, rubbers
• Coloured pencils or crayons (optional, for tone/contrast)
• Object templates or simple classroom objects (cup, block, book)
• Teacher-prepared reference images showing one clear light direction
• Student feedback sentence starters on slips of paper
• Timer visible to students (helps pacing)

Assessment

• Formative observation during guided practice: can students identify light direction and describe shadow placement?
• Check the finished drawing for required tone range and accurate cast shadow placement.
• Listening/written reflection: can students connect lighting choices to mood or meaning?

Differentiation

• Support: Provide sentence starters for describing observations; offer a partially sketched template with the cast shadow area lightly marked.
• Support: Offer a smaller set of tone steps (e.g., 3-tone shading only) for students who need a simpler target.
• Extension: Challenge students to add a second light source or change the light angle and describe how the new shadow changes the mood.
• EAL/SEN: Allow responses verbally or with drawing; use clear gestures for “light from left/right” and label reference points in images.

Key vocabulary

• light source
• highlights
• shadow
• cast shadow
• contrast
• tone (light, mid-tone, dark)
• direction of light
• mood

Answer sheet (teacher use)

• Key idea checks:
• Light source is named or clearly implied (e.g., “light from the left/torch overhead”).
• Cast shadow appears on the surface/object base area matching light direction.
• Drawing shows at least three tones to communicate depth (light/mid/dark).
• Feedback examples:
• “I notice the shadow is longer/shorter because the light angle changes.”
• “The strong dark contrast makes it feel dramatic/mysterious.”