I.

Lesson Number, Grade Levels, Title, and Duration:

Lesson 1, Grades 10-12, Shadow Sculptures, Six 90 minute class periods

II. Lesson Rationale:

Students are going to demonstrate their knowledge on how to use shapes using found objects
and trash in a sculpture that will create a figurative or abstract shadow. The whole point is to
make the shadow the most interesting part of the piece and that the audience pays more
attention to the shadow than the actual objects that make the shadow. They will be
experimenting with light, shape, and contrast, which will help them continue their knowledge on
the elements and principles of design. They will also be developing their knowledge on
professional art practices. They will do this by writing an artist statement about their work.
III. Key Concepts:
By implementing the element shape and the principle contrast the students will be able to
demonstrate their knowledge of the elements and principles of design.
By angling the lighting in their piece, the students will be able to create an engaging shadow
design on the wall.

IV. Essential Question:

How can shapes be manipulated to create an interesting shadow?

V. Lesson Objectives:
Students will be able to demonstrate their knowledge on the elements and principles of design
by incorporating shape and contrast into their sculpture.
Students will be able to experiment with light by using a flashlight at different angles in the
construction of their piece.
Students will be able to complete an artist statement that explains what their piece is about.

VI. Specific Art Content:

Elements and principles of design: contrast, shape

VII. Resources & Materials for Teacher:

Shadow sculpture powerpoint trash
Computer flashlight
Projector clay
Paper cardboard
Pencil glue (hot glue, E6000)

VIII. Resources & Materials for Students:

Shadow sculpture powerpoint trash
Chromebook flashlight
Paper cardboard
Pencil glue (hot glue, E6000)
Day of the Lesson Day 1
1. Introduction/Motivation:
Teacher will do a powerpoint introduction to the project. This powerpoint will include shadow
sculpture artists such as Tim Noble, Sue Webster, and Kumi Yamashita. We will also do an
activity where we look up shadow puppets and try to recreate them, to better understand how to
make shadows on a wall. This powerpoint will also outline steps the students will take to create
their pieces. After the project is introduced the students will begin to sketch out the image they
are going to construct. They will need to think about what materials will help create the shape
they want as well as where their light source would be.
2. Guided Practice
Teacher will guide students by guiding them through the powerpoint and showing them exactly
step by step what they are going to do.
3. Independent Practice
Students will work independently by creating their sketches as well as the drawing that they
will use as an outline for their piece.
4. Closure
The teacher will walk around and confirm ideas by the students and put a grade in for their
sketches.
5. Formative Evaluation
The students will be graded on their sketches and participation in the activity during the
powerpoint.
6. Classroom Management Procedures
Make sure students are seated and teacher will be walking around the room to make
sure they are on task. Teacher will make sure students are quiet before they give instruction.
Rules for safety were established at the beginning of the year and are understood by the
students.

Day of the Lesson Day 2

1. Introduction/Motivation:
As the students are walking in the teacher will hand out gloves. The teacher will have the
students take out their sketches so that they can bring it with them on their search for materials
around the school. The students will be looking in trash cans and dumpsters. Once they find
objects they will work on their drawings with an outline for what will be projected as a shadow.
2. Guided Practice
Teacher will guide students by helping them find appropriate objects that will help them be
successful with their piece.
3. Independent Practice
Students will be looking for objects that will create their piece. Once they have found what they
need they can start constructing their piece.
4. Closure
The teacher will reiterate due dates and inform students they should start constructing their
pieces next class if they haven’t already.
5. Formative Evaluation
Students staying on task during activities and while working independently.
6. Classroom Management Procedures
Make sure students are seated and teacher will be walking around the room to make sure they
are on task. Teacher will make sure students are quiet before they give instruction. Rules for
safety were established at the beginning of the year and are understood by the students.

Day of the Lesson Day 3

1. Introduction/Motivation:
As the students walk in the Teacher is going to take attendance and tell them that they are
going to start the construction of their piece. Teacher will show their example that they made to
give them an idea on how they are going to start it.
2. Guided Practice
The Teacher will be walking around the room making sure students are on task and answering
questions when needed.
3. Independent Practice
Students are going to have a work day and they will be constructing their pieces on their own.
4. Closure
The teacher will reiterate due dates and have students clean up.
5. Formative Evaluation
Students staying on task during activities and while working independently.
6. Classroom Management Procedures
Make sure students are seated and teacher will be walking around the room to make
sure they are on task. Teacher will make sure students are quiet before they give instruction.
Rules for safety were established at the beginning of the year and are understood by the
students.
Day of the Lesson Day 4
1. Introduction/Motivation:
Part of this project will be about writing an artist statement. The teacher will do a brief
presentation about artist statements and how to write one. The students will continue
constructing their pieces.
2. Guided Practice
The Teacher will be walking around the room making sure students are on task and answering
questions when needed.
3. Independent Practice
Students are going to have a work day and they will be constructing their pieces on their own.
4. Closure
The teacher will reiterate due dates. The teacher will also be asking students what makes a
good artist statement. So that they can review what they learned earlier in class.
5. Formative Evaluation
Students staying on task during activities and while working independently.
6. Classroom Management Procedures
Make sure students are seated and teacher will be walking around the room to make
sure they are on task. Teacher will make sure students are quiet before they give instruction.
Rules for safety were established at the beginning of the year and are understood by the
students.

Day of the Lesson Day 5

1. Introduction/Motivation:
This will be another work day for the students. They will get straight to work when they walk in
the door. They will need to be finished with their piece by the end of class. Once they are done
they can start writing their artist statement.
2. Guided Practice
The Teacher will be walking around the room making sure students are on task and answering
questions when needed.
3. Independent Practice
Students are going to have a work day and they will be constructing their pieces on their own
as well as writing their artist statements.
4. Closure
The teacher will let the students know that they are going to have a critique next class and
will need to turn in their artist statement sketches and a picture of their finished product.
5. Formative Evaluation
Students staying on task during activities and while working independently.
6. Classroom Management Procedures
Make sure students are seated and teacher will be walking around the room to make
sure they are on task. Teacher will make sure students are quiet before they give instruction.
Rules for safety were established at the beginning of the year and are understood by the
students.

Day of the Lesson Day 6

1. Introduction/Motivation:
When students are walking in the room they will get their piece and start setting it up for critique.
After they are finished setting up critique will start. Students will be gathering around each piece
and looking at it and each student will get a chance to talk about each piece giving positive and
room to grow comments.
2. Guided Practice
The Teacher be guiding the critique by asking questions that will spark critical thinking about
the piece they are looking out and how to use proper artistic vocabulary. Such as using the
elements and principles of design to help shape their comments.
3. Independent Practice
Students are going to be working together to comment on each others pieces.
4. Closure
The teacher will cole with asking the students what they liked about the project and what they
would have changed about the project.
5. Formative Evaluation
Students will be evaluated on participation during critique
6. Classroom Management Procedures
 Make sure students are seated and teacher will be walking around the room to make
sure they are on task. Teacher will make sure students are quiet before they give instruction.
Rules for safety were established at the beginning of the year and are understood by the
students.

Repeat 1-6, as needed, for each class session needed for this one lesson.

Sketches 3 Sketches. One or 1 or two sketches that Does not complete

(20 pts) more with a fully are not as developed. sketches at all.
developed idea with a Student is struggling
drawing of the to figure out how they
shadow they will cast are going to construct
as well as a their piece.
construction of
objects that will
create the image

Outline Drawing Student has drawing Has completed Does not have
(20 pts) while they are drawing but does not drawing at all
working that is what have it out while
they will use as an working on shadow.
outline for their
shadow.

Artist Statement 5-6 sentences 2-4 sentences No artist statement

(20 pts) explaining the explaining the work.
artwork. What it Some grammar and
means to the student spelling issues.
and the process. No
grammar or spelling
issues.

Shadow creates an Shadow fully Shadow is vaguely Does not create

image demonstrates the similar to original shadow from objects.
(20 pts) outline of the original image
drawing.

Participates in Makes comments Makes one comment Does not talk at all
activities in class more than once in during critique. during critique.
and critique (20pts) critique.

XI. Interdisciplinary Connections:

English
XII. References & Resources:
Shadow Sculpture powerpoint
Artist statement powerpoint

XIII. Art TEKS

(c) Knowledge and skills.

(B) identify and understand the elements of art, including line, shape, color, texture, form,
space, and value, as the fundamentals of art in personal artwork;
(C) identify and understand the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in
personal artwork; and
(D) make judgments about the expressive properties such as content, meaning, message,
and metaphor of artwork using art vocabulary accurately.

XIV. National Art Standard

VA:Cr1.2.IIa
VA:Cr2.1.IIa