Light in Storytelling

Overview

This is the final lesson (Lesson 6 of 6) in the unit Illuminating Art and Science designed for Year 6 students. The lesson integrates students’ understanding of light from both scientific and artistic perspectives through creating a visual narrative. Students will use the concept of light as a storytelling tool in art, promoting cross-curricular skills in both art and English.

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National Curriculum Links

Art & Design (Year 6 Programmes of Study):

• Develop ideas from starting points throughout the curriculum
• Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
• Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
• Evaluate and analyse creative works using the language of art, craft and design

English (Year 6 Programmes of Study):

• Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
• Draft and write by organising paragraphs around a theme
• Evaluate and edit by assessing the effectiveness of their own and others’ writing

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Learning Objectives

By the end of the lesson, students will:

• Integrate their knowledge of light to create a visual narrative that demonstrates how light can convey mood, atmosphere and meaning.
• Plan and organise their story with a clear beginning, middle and end, using light as a central theme.
• Use artistic techniques such as shading, colour contrasts, and composition to enhance storytelling.
• Describe and reflect on their own creative process and the role of light in their narrative.

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Success Criteria

• I can plan a story that uses light as a key element.
• I can use drawings and colours to show how light affects the mood of the story.
• I can organise my work clearly, whether as comic strips or a digital presentation.
• I can talk about how I used light in my artwork to tell a story.

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Resources

• Graphic organisers (storyboard templates) - dyslexia-friendly with clear, structured boxes and symbols.
• Colour pencils, markers, charcoal, pastels.
• Drawing paper or digital tablets/laptops with presentation software (optional).
• Examples of visual narratives/comic strips featuring light (printed or digital).
• Reflection sheets and success criteria checklists.

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Lesson Structure

1. Starter (5 minutes)

• Recap briefly on what they have learned in the unit about light (sources of light, how light can create shadow, reflection, and mood).
• Show quick visual examples of artworks and stories where light influences mood or tells a story (e.g., shadow puppetry, chiaroscuro paintings).
• Pose the question: How can light help us tell a story in art? Discuss briefly.

2. Main Activity (30 minutes)

• Planning (10 minutes):

  • Provide students with dyslexia-friendly graphic organisers to plan their story.
  • Encourage them to outline their story with focus on how light will appear and influence each part.
  • Support students to think about character emotions, setting, and atmosphere linked to types of light (daylight, candlelight, artificial light, shadows, etc.).

• Creating the Visual Narrative (20 minutes):

  • Students use drawing materials or digital tools to create their visual story.
  • Allow choice of format: comic strip, storyboard, or digital slideshow.
  • Emphasise use of colour, shading, and composition to highlight light effects.
  • Teacher to circulate, offering scaffolding or extension prompts for each student.

3. Plenary and Reflection (10 minutes)

• Students present their final pieces briefly to each other, explaining how they incorporated light.
• Use self-assessment checklists linked to success criteria.
• Discuss what aspect of using light worked best and what could be improved.

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Differentiation Strategies

• Graphic organisers break down narrative planning into manageable steps for students with difficulties in sequencing or writing.
• Allow various output formats appealing to different strengths and ICT skills.
• Provide visual vocabulary cards showing different light types and associated colours/emotions.
• Teacher support with questioning scaffold for students who need guidance to verbalise ideas.

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Extension Activities

• Organise a sharing event where students present their work to another class (peers or younger years).
• Students can create an accompanying soundscape or audio narration highlighting the story’s mood created by light.
• Explore collaboration to create a class exhibition combining all narratives into one gallery display.

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Dyslexia-Friendly Considerations

• Use clear, sans-serif fonts on all printed materials.
• Keep graphic organisers simple with clear borders and numbered steps.
• Use icons and images to support written instructions.
• Allow oral storytelling as a medium for planning ideas before writing/drawing.

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Assessment

• Ongoing formative assessment through observation and questioning during planning and creating phases.
• Use success criteria checklist as a self and peer-assessment tool.
• Teacher records evidence of understanding of light as a storytelling element and artistic techniques applied.

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This lesson plan incorporates creativity, literacy, and scientific understanding through the engaging theme of light, helping students confidently close the unit with a meaningful cross-curricular project.