Light Shadow Storyboards

Overview

Students continue the unit “Illuminating Art: Light & Shadow” by planning a short stop motion animation. In small groups they brainstorm ideas and create a storyboard that shows how light and shadow will create mood.

Learning intentions

• Students will plan an animation idea using light and shadow to create mood.
• Students will translate ideas into a storyboard sequence showing shots, characters/objects, and lighting.
• Students will work collaboratively to agree on roles and materials for stop motion pre-production.

Success criteria

• I can clearly explain my animation concept and the mood it creates using light and shadow.
• I can create a storyboard that shows a logical sequence of shots with key details.
• I can contribute my part in my group plan and communicate choices respectfully.

Curriculum links

• Creating and making artworks using ideas, materials, and processes (design/planning for artwork)
• Communicating ideas through art using visual conventions (sequencing, framing, mood)
• Collaborating and sharing decision-making during artmaking

Lesson structure (60 minutes)

1. 0–8 mins | Hook + recall Show 1–2 minute examples of stop motion or light-and-shadow animations (no longer than 2 minutes). Ask: “What mood do you notice, and what lighting or shadow choices might be causing it?” Students turn-and-talk with a partner.

2. 8–15 mins | Success criteria unpack Teacher models a quick mini example storyboard (3 frames) showing one mood change (e.g., calm to eerie) using light direction/contrast. Class discusses what information each frame needs: subject, lighting, shadow effect, and action.

3. 15–22 mins | Group roles + materials Students in pre-set groups of 4–5. Assign or confirm roles: director (sequence), storyboard artist (drawing/writing), lighting planner, character/object manager, and presenter. Groups list the materials they may use (paper cut-outs, torch/LED, phone/tablet, backdrop).

4. 22–35 mins | Brainstorm + choose mood Groups brainstorm 2–3 possible concepts connected to the unit theme (for example: “lost in a hallway of shadows”, “a small hero finds a light”, “a creature wakes in moonlight”). They choose one concept and state the intended mood in one sentence using evidence (what lighting/shadow will be used).

5. 35–48 mins | Storyboard creation (first draft) Students create a 6-frame storyboard (or 4–6 frames if needed) with: shot order, what moves/changes each frame, where the light source is, and what the shadow will look like (soft/hard, long/short, bright/dim). Teacher circulates using a checklist aligned to the success criteria.

6. 48–55 mins | Gallery share + feedback Groups do a quick “gallery walk” with one group presenting. Peers provide one “Glow” (something working well) and one “Grow” (a clear suggestion to strengthen the use of light and shadow for mood).

7. 55–60 mins | Pack-up + exit ticket Students add one improvement note to their storyboard plan. Exit ticket: “My mood choice is ___ because in my storyboard I use ___ light/shadow effect.”

Resources

• Storyboard templates (6-frame) on A4 paper or notebooks
• Storyboard sample (teacher model) with 3–4 example frames
• Pencils, erasers, colouring pencils or textas
• Small lighting options for planning (torch/LED torch; optional simple paper cut-out light source)
• Mood cards or a word bank (e.g., calm, ominous, hopeful, playful, tense)
• Group role cards
• Visual reference images of light directions and shadow types (printed)
• Optional: devices/tablets for viewing short reference clips (no uploading needed)

Assessment

• Observation of group planning and role contribution during collaboration.
• Storyboard quality: clear sequence, lighting/shadow choices tied to mood, and readable shot information.
• Exit ticket responses showing understanding of how light and shadow create mood.

Differentiation

• Support: Provide sentence starters for mood (“I want the mood to feel…”) and lighting (“In frame __, the light will be…”). Offer pre-drawn frame outlines and a reduced storyboard requirement (4 frames).
• Extension: Challenge groups to add camera ideas (close-up/wide shot) and indicate where shadows will change across frames to strengthen the mood shift.
• EAL: Allow key ideas to be labelled with symbols (e.g., arrow for light direction; simple icons for mood) and provide a bilingual word bank if available.
• SEN: Offer a checklist graphic for each frame (subject, light, shadow, action). Provide one-on-one or small-group teacher prompts during storyboard drafting.

Key vocabulary

• storyboard
• frame
• sequence
• stop motion
• light source
• shadow
• contrast
• mood
• highlight
• silhouette
• direction of light
• soft shadow
• hard shadow
• backlight
• key object/character