Reflection and Mirrors

Overview

This 45-minute lesson is the fourth in a 6-lesson unit titled "Illuminating Art and Science," merging art and scientific principles of light. It is tailored for Year 6 students working in small groups (2 students) and aligns closely with the National Curriculum for England (Art & Design Key Stage 2; Science Year 6).

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National Curriculum Links

Art and Design (Key Stage 2)

• Pupils should be taught to:
  • Create sketch books to record their observations and use them to review and revisit ideas
  • Improve their mastery of art and design techniques, including drawing and painting
  • Learn about great artists, architects and designers in history

Science (Year 6)

• Pupils should be taught to:
  • Recognise that light appears to travel in straight lines
  • Use the idea that light travels in straight lines to explain how we see things and how shadows are formed

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Learning Objectives

By the end of the lesson, students will:

• Explain how mirrors reflect light using scientific vocabulary (reflect, angle, light ray).
• Create an artwork that demonstrates the principles of reflection and light.
• Use observational skills to explore reflections practically.

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Success Criteria

• I can describe how mirrors change the direction of light.
• I can create an artwork that incorporates reflective materials or mirror imagery.
• I can use a step-by-step visual guide to complete my art piece.

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Resources

• Small hand mirrors (one per student)
• White card or drawing paper (A3 size preferable)
• Reflective/silver-coloured materials (foil, metallic paper, shiny stickers, etc.)
• Pencils, coloured pencils, pens, paints
• Visual, step-by-step guide sheets (dyslexia-friendly format: clear font, spaced layout, illustrative icons)
• Example artworks showing the use of mirrors/reflection (printed images)
• Science investigation worksheet for observations (simple format with bullet points and visuals)

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Lesson Structure

Introduction (10 minutes)

1. Starter Discussion:

   • Ask: What happens when light hits a mirror?
   • Show a hand mirror, demonstrate reflecting a beam of light from a torch (if available) onto a surface.
   • Introduce vocabulary: reflect, angle, light ray. Relate this to how we see ourselves and other objects.

2. Visual Examples:

   • Show images of artworks or installations using mirrors or reflection (e.g., Anish Kapoor's reflective sculptures).
   • Briefly discuss how some artists use mirrors or reflected light to create effects or illusions.

Main Activity (25 minutes)

3. Practical Exploration:

   • Pupils experiment with the mirrors in pairs to observe reflection angles.
   • Complete a simple investigation worksheet noting how the angle of the mirror affects the direction of light.

4. Art Creation:

   • Using the step-by-step visual guide, students create a reflective art piece incorporating mirrors or reflective materials.
   • Encourage creative interpretation: abstract patterns of light, symmetrical designs using reflection, or imagined scenes involving reflective surfaces.

5. Teacher Support/Differentiation:

   • Provide a range of materials: simple drawing tools for students who prefer 2D, shiny collage materials for tactile learners.
   • Scaffold language with labelled diagrams to support dyslexic learners and build confidence in scientific terms.

Plenary (10 minutes)

6. Show and Tell:

   • Each student explains their artwork and how it demonstrates reflection of light.
   • Prompt with questions: How did you use reflection? What does your artwork show about how mirrors work?

7. Extension Suggestion:

   • Introduce an optional homework task to research and present on artists like Yayoi Kusama or Olafur Eliasson who use reflection or light in their art.

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Differentiation Strategies

• Support for Less Confident Students:

  • Provide visual glossaries of key terms.
  • Use pair work to foster peer support.
  • Offer materials that are easier to handle (e.g., pre-cut reflective shapes).

• Extension for More Able Students:

  • Challenge to incorporate symmetry and explore how reflections can alter perception.
  • Encourage researching an artist and preparing a mini-presentation or poster.

• Dyslexia-Friendly Adjustments:

  • Step-by-step guides with icons and simplified instructions.
  • Use dyslexia-friendly font (e.g., Arial or Comic Sans), larger font size, and plenty of spacing on worksheets and guides.

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Assessment

• Formative:

  • Observe participation and understanding during mirror exploration.
  • Use questioning to check verbal explanations about reflection.
  • Review completed artwork for evidence of reflection concept (use of mirrors, reflective materials, symmetrical design, etc.).

• Summative:

  • Completed science observation worksheet with simple explanation of how mirrors reflect light.
  • Art piece demonstrating understanding of reflective principles with a verbal or written explanation.

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Reflection for Next Lessons

• Consider incorporating digital technologies (e.g., photography of reflections) for lesson 5.
• Use student artwork as a basis for discussion about light and shadow for deeper scientific links.
• Adapt materials for remote or blended learning if needed.

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This lesson plan provides a compelling interdisciplinary experience blending scientific concepts of light with creative art-making, tailored to engage and challenge Year 6 learners while meeting the statutory National Curriculum requirements.