The Light Within

Unit: Illuminating Inner Light – Lesson 1/5

Subject: Art

Year Group: Year 7
Lesson Duration: 60 Minutes
Curriculum Link:
KS3 National Curriculum in Art & Design:

• Purpose of Study: Develop creative and technical skills and reflect critically on works of art.
• Focus Areas: Explore ideas, use sketchbooks to record observations, evaluate work, and understand the meaning and significance in the work of others.

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Lesson Objectives

By the end of this lesson, students will be able to:

1. Understand the concept of "light" as a symbolic element in art and life.
2. Recognise how light is used in different art forms to convey emotions and ideas.
3. Reflect on their personal interpretation of ‘The Light Within’ through critical thinking and visual brainstorming.

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Resources Required

• Interactive whiteboard or projector for video presentation
• Selected video showcasing iconic artworks featuring "light" (e.g. works by Monet, Turner, Kara Walker, or Van Gogh’s "Starry Night")
• A3 sketchbooks (1 per student)
• Pencil sets, erasers, coloured pencils/crayons for sketchbook work
• A handout with open-ended reflective prompts

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Lesson Structure

1. Introduction – Setting the Tone (10 Minutes)

• Greet students and introduce the unit Illuminating Inner Light, sharing its central question:
  "How can art reflect the light within ourselves and the world around us?"
• Briefly discuss examples of light as a symbol in everyday life (candles, sunlight representing warmth, a torch guiding the way).
• Display an artwork on the whiteboard as inspiration (e.g. “Impression, Sunrise” by Claude Monet). Use questioning to spark engagement:
  • What feelings does this painting evoke?
  • How does the use of light and shadow change the mood of the artwork?

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2. Exploration – Gallery of Light (10 Minutes)

• Show a short 5-minute video (no hyperlinks – teacher to prepare a mix of artwork slides and short clips).
• Include various styles and cultures:
  • Vincent van Gogh's swirling skies in "The Starry Night"
  • Kara Walker’s silhouettes exploring shadows and light in storytelling
  • Islamic geometric patterns with light filtering through
  • Turner’s dramatic use of light in “The Fighting Temeraire.”
• After the video, pose reflective class questions:
  • What did you notice about how light was used in these works of art?
  • Did a particular piece stand out to you? Why?
• Create an idea web on the whiteboard with student’s ideas about the significance of light in art.

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3. Discussion – Connecting to Ourselves (10 Minutes)

• Transition to the "light within" as a personal concept. Ask students to consider:
  • What do you think ‘the light within’ means?
  • Can it represent emotions like hope, happiness, or even a challenge we’ve overcome?
• Pair students for a 2-minute partner discussion on their interpretations of ‘the light within.’ Then invite a few reflections from the class to build a shared understanding.

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4. Activity – Reflect and Visualise (25 Minutes)

• Ask each student to spend time working in their sketchbooks to reflect and explore their personal interpretation of the phrase “The Light Within”.
• Task Instructions:
  1. Write a short reflective paragraph responding to one or more of these prompts:
     • When do you feel your “inner light” shines brightest?
     • What colours, shapes, or symbols might represent your inner light?
  2. Sketch symbols, objects, or abstract ideas connected to their writing. Encourage creative freedom.
  3. Students can add initial ideas for next week’s homework: Bringing in an object or image that represents their light. Offer examples (family photo symbolising love, a book representing knowledge, a nature photo symbolising growth).
• During this time: circulate the room, encourage thoughtful brainstorming, and provide positive reinforcement.

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5. Plenary – Share and Inspire (5 Minutes)

• Ask 3-5 students (volunteers) to share their reflections or sketches with the class. Create a group atmosphere of encouragement and dialogue.
• End the lesson with an inspirational quote projected at the front:
  “There are two ways of spreading light: to be the candle or the mirror that reflects it.” – Edith Wharton.

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Homework

Task:
Students will bring in one photo, small object, or printed image to the next lesson. This item should represent ‘the light within’ to them personally.

• Remind them to think about what inspires them or represents their unique qualities.

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Assessment Opportunities

• Formative Assessment: Observe and listen during discussions for understanding and engagement.
• Monitor reflective writing and sketchbook entries for clarity and depth of thought.

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Differentiation Strategies

• For EAL students: Provide reflective prompts with accompanying visual aids and sentence starters. Use peer support during discussion (e.g. paired with a confident speaker).
• For SEN students: Allow additional time for sketching and writing. Provide one-on-one support or offer pre-prepared examples for inspiration.
• For Higher Ability Learners: Challenge them to think metaphorically and incorporate complex ideas into their sketches, such as contrasts between light and dark.

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Health and Safety

• Ensure all students handle materials safely (e.g. sharp pencils).
• Remove tripping hazards (bags should be under tables).

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Reflective Notes for Teacher

• How effectively did students engage with the concept of "light"?
• Were the artworks/videos appropriate and meaningful for a Year 7 group?
• Was there evidence of deeper thinking in their reflective responses?