Using Light and Shadow to Create a Sense of Character

National Portrait Gallery
Smithsonian Institution
Eighth and F Streets, NW
Washington, DC 20560
(202) 275-1738

Instructional Unit:
Using Light and Shadow to Create a Sense of Character. While facial expression and body position are clearly central to conveying a sense of character, qualities of light and shadow augment the desired mood. The purpose of this lesson is to heighten awareness and mastery of these more subtle factors of drawing technique. Activities will focus solely on the human figure, particularly the face. The lesson is part of a unit on "Mastering Techniques".

Curriculum Unit:
Grade Advanced Art
Art

Objectives:
Students will be able to list at least 5 of the following elements of light and shadow (in conjunction with head placement) which affect the portrayal of character and mood:
1. Total amount of light in the work (virtually none, dim, moderate, well-lit, very bright).
2. Total amount of light on the subject (same as above).
3. Type of light source (indoor natural, outdoor natural, artificial).
4. Percentage of face which is lit (0-25, 25-50, 50-75, 75-100).
5. Directions of light source in relation to subject (behind, above/center, below/center, above/side,below/side, "with-in" (as in a religious figure).
6.Directions of subject's head on a horizontal axis (full front, partial profile, full profile, back to viewer).
7. Direction of subject's head on vertical axis (full forward, partial tilt up, partial tilt down, fully up, fully down).
8. In a work portraying a group of subjects, students will be able to describe how the elements of light and shadow are used to direct attention to the important or central figure(s).
9. Similarly, students will be able to describe how light and shadow are used to define a character as minor or secondary.
10. Given a combination of ideas, students will demonstrate ability to draw a figure or group of figures, using appropriate combinations of light and shadow to create the desired effect.

Pre-Visit Activities:
Teacher brings in a variety of drawings and paintings, illustrating a wide variety of light/shadow elements. Students are asked to respond with their "gut feeling" to some questions, but under no circumstances is there an analysis of why these feelings have been evoked. Teacher or student records the responses. Possible questions:
1. Which is/are the most important figure(s)?The least?
2. What is the mood of this person?
3. How is the person feeling?
4. Would you like this person as a friend?As a child?As a parent?
5. Would you elect this person to office?
6. Would you work for this person?
7. Would you be willing to take care of this person if he/she were sick?
8. Do you feel afraid/in awe of this person?
9. Would you buy a used car from this person?

On-Site Activities:
1. Students visit the portrait gallery and "select" three drawings or paintings which they believe to be particularly illustrative of the effect of light and shadow on the portrayal of character.
2. Students must also prepare a brief 3 to 5 sentence description of why this individual has merited inclusion in the Gallery's collection.
3. If funds and selection are available, students purchase a postcard of at least one of their selections.

Follow-Up Activities:
1. Students each share on postcard with the class, giving the historical description and pointing out how light and shadow are used to depict this particular person's character.
2. Using only a pencil, students draw character portrayals which they have drawn "from a hat". Possibilities are:

elderly male, depressed and lonely
8 yr. old girl, birthday party
woman, age unspecified
man, age unspecified, angry and shouting
person constructing or crafting, intent on work
person, sinister/frightening

3. Lively and informed discussion of how the artist used light and shadow to create mood they "instinctively" sensed.
4. Place drawings on display.

Appendices:
None

Bibliography:
None

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