Differentiated activities

• Students trace their hands onto card. They use scissors to cut out the shape and adhere cellophane onto one side of the card to create a stained-glass mirror effect in the cut-out area. Students create a display of their hands on a window that receives sunlight during the day so that the colours from the cellophane can be seen through sunlight entering the classroom.
• Students work in pairs to create an artwork made up of shadows traced onto paper. In a darker area of the classroom, students shine a torch onto a group of small objects (toys, blocks, cups) and draw an outline of the shadows. The paper may need to be propped up against a wall to help the students capture the shadow. Working inside and outside of the shadow spaces, more details can be added through drawing, painting and collage.

Activity ideas for younger students

• Students use polarised lenses from sunglasses (or samples of polarising plastics) to experiment with the movement of light waves. They begin by drawing an image onto a sticky note and adhere it to an upright board. The students then fix two polarised lenses in front of the note at even spacing. As a final step, students then rotate a third lens in their hands to see if the note becomes visible when turned on its side.
• Students explore the art and science of light by creating rainbows using windows, mirrors, CDs, glasses of water and/or water containers. Combine the exploration of rainbows with activities in QAGOMA Learning’s colour resource.
• Use lenses and a spotlight to split light into its constituent spectrum of colours. Record what you see through photography, drawing or painting.

Activity Ideas for older students

• Using plain paper, craft paper and tape, students create abstract hand-sized sculptures. The sculptures become the main subject of a series of 60-second video works choreographed using torchlight and coloured cellophane.
• Using a portrait or a still life as the subject matter, students paint the same
  composition under different types of light (natural light, warm candlelight, cool fluorescent light, multicoloured LED lighting). The students record changes to their use of materials and techniques, making observations about the variations in the mood of each artwork.
• Students make light sculptures using malleable wire and found objects with translucent properties. They will need to determine a location for the sculpture, and the relevant light source/s. Consideration of natural elements and/or small motors could be incorporated to manufacture movement.

Describe

To give a detailed account of the features of something by identifying and communicating what can be seen, heard, felt or otherwise sensed. In relation to works of art, this includes visual elements such as colour, shape, line, texture and subject matter, as well as other perceptual qualities such as sound, movement, scale, spatial presence and materiality.

Analyse

To examine the parts and features of something in detail to understand how they work together. In relation to works of art, this involves breaking down visual and sensory elements — such as colour, composition, texture, sound and materials — and considering how they work together to create meaning or effect. It also includes identifying techniques, processes and relevant contextual influences that shape the work.

Interpret

To draw conclusions about the possible meaning of an artwork, considering the artist’s intent and the viewer’s own ideas and feelings.

Evaluate

To make a judgement about the quality, effectiveness or impact of something, based on criteria or evidence. In relation to works of art, this includes assessing how successfully the artist has used materials, techniques and elements to convey ideas or achieve an intended effect, as well as considering the work’s originality, impact or relevance.