LEARN NC

K–12 teaching and learning · from the UNC School of Education

Time - Light and shadow (visit)

This lesson focuses on light and shadow. Students will examine several paintings at the Ackland Art Museum for light and shadow.

A lesson plan for grades 3–5 Visual Arts Education

By Denise Young

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Related pages

  • What do you see? (visit): This lesson outlines activities for students to complete while visiting the Ackland Art Museum in Chapel Hill, NC. Students will observe and reflect upon a variety of artwork. In doing so, they will develop observation and communication skills, and learn to understand and appreciate others' interpretations and opinions of works of art. This lesson applies skills learned in the previous lesson, "What Do You See" (Pre-Visit).

    This lesson may be adapted for use in a school/classroom by using museums and artwork found online (see Web sites listed below). A Powerpoint presentation which displays some artwork from the Ackland Art Museum is attached to this plan, as well.
  • What do you see? (post-visit): In this lesson, students will use observations and reflections made while visiting the Ackland Art Museum to draw conclusions about interpreting artwork (and other works/events), make quality scientific observations, and see how these concepts are related. Students will be reproducing artwork they viewed at the museum, sharing their personal interpretations of various works, and analyzing how the presentation of information (in any situation) can influence our interpretations of a work or event. This lesson is the final lesson in the series of lessons, "What Do YOU See?", which uses the Ackland Art Museum as a resource.
  • Marc Brown author study: Arthur's Nose: Using the book Arthur's Nose by Marc Brown students will respond to the story through art, music, and in written form.

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Learning outcomes

Students will:

  • examine the use of light and shadow in several paintings.
  • determine the effect of light and shadow on the mood/feeling of each painting.

Teacher planning

Time required for lesson

1 hour

Materials/resources

  • Pre-arranged visit to the Ackland Art Museum (or another museum)
  • One pre-selected painting for demonstration discussion (an example is attached)
  • 15 copies of “questions” card (attachment)

Technology resources

digital camera

Pre-activities

Refer to lesson entitled Time - Light and shadow.

Activities

  1. Contact the Ackland Art Museum to pre-arrange a visit to the Museum. (If you are unable to visit the Ackland, choose another art museum or find some art prints that display light and shadow.)
  2. The Museum Educator will lead a 20-minute discussion focusing on one painting that displays light and shadow. The attached image is DeWitte’s “The Interior of Oude Kerk.” While it is not possible to predict where the discussion might lead, some questions that may be used to guide the discussion include:
    • Where do you see light and shadow in this painting?
    • What do you think is causing the light and shadow? (the weather, a building, other people, sunlight, candles, street lights, etc…)
    • If you were in this painting, where would you be, and how would you feel? What would you smell or hear?
    • How would the mood/feeling change if the light changed (If it was night instead of day, for example)?
  3. At the conclusion of the class discussion, divide students into small groups. Tell each group to look through the gallery and then choose one painting that shows light and shadow. Ask students to closely examine the painting and answer the questions (orally) on the question card (attachment). Students should be ready to share their thoughts with the rest of the class after 15 minutes. Distribute one question card to each group and dismiss students.
  4. After 15-20 minutes, reassemble the class and allow each group 5-7 minutes to discuss the painting they chose. Encourage others in the class to participate in the discussion.
  5. For the last 5-10 minutes of the visit, the Museum Educator will lead a discussion about the light and shadow evident in a landscape photograph. This will prepare students for the post-visit activity.
  6. Using the digital camera, take pictures of the art work that was discussed before leaving the museum.
  7. Upon return to school, print the digital images of the art discussed by students. Direct students to write a reflection about the use of light and shadow in art work.

Assessment

Museum visit student checklist. (attachment)

Student written reflection to digital image. (attachment)

Supplemental information

Contact the Ackland Art Museum to schedule this museum experience. The Web site is listed below.

Attachments:

North Carolina curriculum alignment

Visual Arts Education (2001)

Grade 3

  • Goal 6: The learner will reflect upon and assess the characteristics and merits of their work and the work of others.
    • Objective 6.03: Express own ideas and feelings visually and with fluency.
    • Objective 6.07: Express one's own thoughts and feelings about a specific artwork.
    • Objective 6.08: Critique artwork in relation to design principles: emphasis, movement, repetition, space, and balance.

Grade 4

  • Goal 5: The learner will understand the visual arts in relation to history and cultures.
    • Objective 5.02: Make responses that are both knowledge-based and personal (objective and subjective).
  • Goal 6: The learner will reflect upon and assess the characteristics and merits of their work and the work of others.
    • Objective 6.03: Critique artwork through the use of design principles: emphasis, movement, repetition, space, balance, and value.

Grade 5

  • Goal 6: The learner will reflect upon and assess the characteristics and merits of their work and the work of others.
    • Objective 6.01: Respond to questions relating to purpose and appropriateness of works including: Why do you think this artist painted this way? How do the materials the artist used help get across the idea of the artwork?
    • Objective 6.02: Critique artwork in relation to design principles: emphasis, movement, repetition, space, balance, value, unity.

  • North Carolina Essential Standards

    • Visual Arts Education (2010)

      • Grade 3

        • 3.CR.1 Use critical analysis to generate responses to a variety of prompts. 3.CR.1.1 Analyze art in terms of the Elements of Art and Principles of Design. 3.CR.1.2 Evaluate the compositional and expressive qualities of personal works of art.
        • 3.V.1 Use the language of visual arts to communicate effectively. 3.V.1.1 Use art vocabulary, including specific artistic terms. 3.V.1.2 Understand that artists use their art to express personal ideas. 3.V.1.3 Identify themes from masters' works. 3.V.1.4 Understand...

      • Grade 4

        • 4.CR.1 Use critical analysis to generate responses to a variety of prompts. 4.CR.1.1 Use visual clues to interpret the content of art. 4.CR.1.2 Critique personal art based on teacher-established criteria.
        • 4.V.1 Use the language of visual arts to communicate effectively. 4.V.1.1 Use appropriate art vocabulary to compare artists' styles. 4.V.1.2 Apply personal choices while creating art. 4.V.1.3 Infer meaning from art. 4.V.1.4 Understand how the Elements of Art...

      • Grade 5

        • 5.CR.1 Use critical analysis to generate responses to a variety of prompts. 5.CR.1.1 Judge art through the application of art concepts and vocabulary. 5.CR.1.2 Critique personal art based on established criteria and expressive qualities.
        • 5.V.1 Use the language of visual arts to communicate effectively. 5.V.1.1 Use appropriate art vocabulary to describe art movements. 5.V.1.2 Create art that reflects personal voice and choice. 5.V.1.3 Classify works of art in terms of whether they are realistic,...