Light Shadow Study

Overview

Students explore how light and shadow shape facial form in portraiture. They practise pencil shading choices to create a clearer sense of volume and mood in their own portrait drawing.

Learning intentions

• WALT: Use light and shadow in portraits to build realistic form.
• Students will recognise how value (lightness/darkness) changes facial features.
• Students will apply shading techniques to strengthen the 3D look of the face.

Success criteria

• I can identify the light side, shadow side, and mid-tones on a portrait reference.
• I can use at least two shading techniques (e.g., hatching and blending) to show form.
• I can add highlights or stronger darks to increase contrast and focus.

Curriculum links

• Creates visual artworks using processes that develop ideas, techniques and representation.
• Applies knowledge of materials, tools and visual conventions to communicate meaning in artworks.
• Uses feedback to refine artworks and documents artistic decisions.
• Analyses how artworks use lighting, contrast and form to achieve effects.

Lesson structure (70 minutes)

1. 0–8 min: WALT recap + quick model Teacher shows a portrait example (or live drawing) and points out light, mid-tone, shadow, and cast shadow. Students repeat the language: “light side”, “shadow side”, “mid-tones”, “highlight”, “darkest dark”.

2. 8–15 min: Mini-demonstration of shading Teacher demonstrates two techniques on a simple face shape:

• hatching for structured shadow edges
• blending for smooth mid-tones Students practise using air-writing in the air first, then on scrap paper.

3. 15–25 min: Planning their own values Students lightly sketch their portrait (or continue their existing portrait) and add a value map with 3–4 tones only (no full shading yet). Teacher checks that students have a clear light source direction.

4. 25–50 min: Shading development (technique focus) Students shade the face in stages:

• Start with mid-tones across the shadow side
• Add darker values to features (under brow, under nose, under lip)
• Keep the light side lighter and save highlights where needed Teacher circulates, checking pencil pressure, edge control (hard vs soft transitions), and proportion.

5. 50–58 min: Teacher feedback check-point Students swap with a partner briefly or use teacher-led spot checks. They identify one “strongest value area” and one “next improvement” using the success criteria.

6. 58–66 min: Refinement + contrast push Students adjust their drawing using feedback: deepen one darkest area and slightly lift one highlight/light edge. Emphasis is on contrast and form, not overworking every area.

7. 66–70 min: Exit reflection (quick oral or written) Students answer: “Where is my light source?” and “Which shading method helped most?” Collect responses to guide lesson 8 (next steps in portrait realism).

Resources

• Pencil set (HB, 2B, 4B or similar) and eraser (kneaded and/or soft)
• Scrap paper for value practice and test marks
• Student portrait reference (teacher-provided printed image or school camera reference)
• Students’ in-progress portrait sketchbooks or drawing paper
• Blending tools (optional): tissue, blending stump, or soft cloth
• Drawing guidelines card: light/mid-tone/shadow/hardest dark checklist
• Visual mini-poster of facial value placement (brow line, under nose, under lip, chin)
• Timer or visual agenda slide for pacing

Assessment

• Teacher observation during shading development: checks value mapping, light source direction, and use of at least two shading techniques.
• Formative feedback at the check-point: students demonstrate understanding of what to improve against the success criteria.
• Exit reflection: quick evidence of conceptual grasp (light source + most effective technique).

Differentiation

• Support: Provide a printed value template (3-tone face) for students who need a scaffold; allow starting with simplified shapes before adding details.
• Support (process): Offer a “two-step shading” option (mid-tones first, then darkest dark) to reduce overwhelm.
• EAL: Use sentence frames for reflection (e.g., “My light source is coming from…”, “I used hatching to…”).
• SEN/dyslexia-friendly reading: Provide short verbal instructions and icons on the checklist; minimise written text and read instructions aloud; allow oral responses instead of written reflections.
• Extension: Advanced students add a cast shadow from a light source or create a more complex gradient (hard edge to soft edge) at the cheek/jaw transition, plus refine eye/nostril shadows with sharper value control.

Extension (optional)

Not included (follow-up work can be assigned informally for lesson continuity).