Lesson Plan
Course Title:
Principles of AAVTC
Session Title: Lighting (Virtual, Still, Video)
Lesson Duration: One 90-minute class period
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this lesson, the student will explain the basics of lighting and demonstrate
how to manipulate lighting equipment to achieve a desired effect.
Specific Objectives:
1. Explain the importance of lighting basics.
2. Identify different types of light.
3. Define different lights used in lighting setups.
4. Describe different lighting setups.
5. Describe how to light a background.
Preparation
TEKS Correlations:
130.82 (c)
(1) The student applies English language arts in Arts, Audio/Video Technology, and
Communications cluster projects. The student is expected to:
(A) demonstrate use of content, technical concepts, and vocabulary;
(B) use correct grammar, punctuation, and terminology to write and edit documents;
(C) identify assumptions, purpose, and propaganda techniques;
(D) compose and edit copy for a variety of written documents;
(E) evaluate oral and written information; and
(F) research topics for the preparation of oral and written communication.
(2) The student applies professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) give formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) develop and interpret tables, charts, and figures to support written and oral
communications;
(G) listen to and speak with diverse individuals; and
(H) exhibit public relations skills to increase internal and external customer client
satisfaction.
(4) The student applies information technology applications when completing Arts,
Audio/Video Technology, and Communications cluster projects. The student is expected to
use personal information management, email, Internet, writing and publishing,
presentation, and spreadsheet or database applications.
(5) The student applies safety regulations. The student is expected to implement personal and
classroom safety rules and regulations.
AAVTC: Principles of AAVTC – Lighting (Virtual, Still, Video)
Copyright © Texas Education Agency, 2012. All rights reserved.
1
(10) The student applies technical skills for efficiency. The student is expected to employ
planning and time-management skills to complete work tasks.
Instructor/Trainer
References: Writer’s expertise
Check online for resources related to digital photography, professional photography, and lighting
arrangements or diagrams for photography.
Instructional Aids:
1. Slide presentation
2. Note-taking Handout
3. Search online for behind the scenes images of photography, video, and animation
productions
Equipment Needed:
1. Computer, software, and projection device for slide presentation
2. Computer and software for demonstration purposes and discussion
3. Lighting equipment (if possible) for both photography and video production
Learner
None.
Introduction
MI
Introduction (LSI Quadrant I):
ASK: What do photography, animation, and audio/video productions have in
common?
[Use the projector to show behind the scenes images of photography, video,
and animation productions that have been set up beforehand. Show several
different images and make sure that most of them have photography and
lighting equipment visible.]
ASK: What did you notice that was common in all of the previous images?
SAY: How many of you were able to notice the lighting equipment in the images?
SAY: Lighting is the single most important aspect of getting any visual to look
exactly the way you picture it in your mind. If you are able to control lighting,
you will be able to get the type of look you want. In addition, knowledge of
lighting and the use of lighting equipment can better help a person in the
creative industry express his/her ideas.
SAY: While photography, audio/video production, and animation are all very
different from one another, there are many similarities when it comes to the
use of lighting equipment.
SAY: We’re going to examine the basics of light, the different uses of light, various
lighting modifiers, and a few basic lighting setups that are commonly used in
different creative productions.
AAVTC: Principles of AAVTC – Lighting (Virtual, Still, Video)
Copyright © Texas Education Agency, 2012. All rights reserved.
2
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I.
Explain the importance of lighting basics
A. Used to create different moods or themes in your
work
B. Used in photography, video production, and digital
production (including animation)
C. Sometimes difficult to manipulate or alter light to
achieve an effect
Key Point:
While lighting can be
used differently in
photography, video
production, and
animation, some uses
of lighting intersect with
one another.
II. Identify the different types of light
A. Ambient light – Non-direct, soft lighting that comes
from no direct source
B. Diffuse light – Light that has been spread out to
cover a large area and has a neutral color
C. Hard light – This type of light comes directly from
the source; it is not diffused.
D. Natural light – Light that is not man-made
E. Artificial light – Light created by the use of a flash
(not the sun)
Note: Point out
various examples of
these types of light
within the classroom if
possible. Examples:
Light from a projector
would be both hard
and artificial. Light
from the windows
would be natural.
If there is something
covering the
fluorescent lights, they
would be diffused.
III. Define different lights used in lighting setups
A. Key Light
1. Always the MAIN LIGHT in your photograph
2. Must be the brightest light
3. Casts the main shadows in your images and
gives your subject volume
4. The key light is always placed off camera
B. Fill Light
1. Illuminates shadows but has no direction
2. Ambient light is often used as a “fill light”
because it fills in the shadows
3. Should be very soft and very broad
4. Can be added to any given lighting setup if
needed
5. Normally placed to the opposite side of the
camera from the key
6. Normally set to half the power (or below) the
key light
7. Always lower, height-wise, than the key
C. Rim Light
1. Sometimes called a back light
2. Creates a bright line around the edge of the
object, to help visually separate the object from
AAVTC: Principles of AAVTC – Lighting (Virtual, Still, Video)
Copyright © Texas Education Agency, 2012. All rights reserved.
3
the background
3. Provides separation and creates depth
4. No general consensus on just how bright a rim
light should be
5. Set behind your subject and pointed towards
the back of them
D. Hair Light
1. In a portrait setup, adds dimension and drama
to the image by accenting the shoulders and
crown of the subject
2. Brightness of the hair light should never be the
first thing you notice about a portrait
3. Always placed above a subject’s head and
pointed down…towards their hair
4. A hair light doesn’t necessarily have to be
directly above a subject, it can be in front of or
behind your subject, but must be high enough
to illuminate their hair
5. As a general rule, a hair light should be about
25% less powerful than your key
IV. Describe different lighting setups.
A. Butterfly Lighting
1. Also known as paramount lighting
2. Recognized by the strong light falling on the
forehead and by the distinct shadow under the
subject’s nose that looks like a butterfly
3. Example image
4. Setting up butterfly lighting
• In any given butterfly lighting setup, the key
light will be placed in front of and above the
subject’s head and pointed down, towards
them.
• The fill light will be half the power of the key
and set below and in front of their face.
• A rim can be used, if needed, in the setup.
B. Three-Point Lighting
1. Simple starting point for lighting almost any
subject
2. Uses key, fill, and rim lights
3. Example image
4. Setting up three-point lighting
• In any given three-point lighting setup, your
key light will be to the left or right of the
camera and setup to be the highest light.
• The fill light should be 60 degrees on the
opposite side and set to about half (or
lower) the power of the key and be lower.
• The rim light should be set somewhere
behind your subject and be about as
AAVTC: Principles of AAVTC – Lighting (Virtual, Still, Video)
Copyright © Texas Education Agency, 2012. All rights reserved.
4
Note: If possible,
create these lighting
setups during the
lecture to provide
three-dimensional
examples to students.
powerful as your fill.
C. Rembrandt Lighting
1. Named after the Dutch painter, Rembrandt
2. It is ideal for creating lighting that looks natural
and compelling by using a small amount of
equipment.
3. Rembrandt lighting is characterized by the
triangle opposite the subject’s nose on the less
illuminated side of their face.
4. Example image
5. Setting up Rembrandt lighting
• Most Rembrandt lighting setups just use a
key light placed about 40-60 degrees from
the subject.
• If more light is needed, a reflector (or small
fill light) can be placed opposite the key.
• You can alter the size of the triangle on the
subject’s face by moving around your key
within the 40-60 range from the subject.
D. Split Lighting
1. Split lighting is a popular lighting setup due to
the sense of drama and mystery it can create in
a given subject.
2. For these reasons, it is widely-used in movies
and animations but not as much in photography
where you may want to see your subject’s
entire face.
3. Example image
4. Setting up split lighting
• To create a split lighting setup, you will
need to place your key light 90 degrees to
your subject (pointed right at the side of
their head).
• The light should be placed at eye level to
your subject.
• No other lights are used in a split lighting
setup.
V. Describe how to light a background
A. Simple white background required for digital set-up
B. Photography and video requires lights that are
pointed directly at your background to ensure
illumination
Application
MI
Guided Practice (LSI Quadrant III):
Depending upon availability, have students open up a software application in which
AAVTC: Principles of AAVTC – Lighting (Virtual, Still, Video)
Copyright © Texas Education Agency, 2012. All rights reserved.
5
they can make lighting setups or use actual lights if they are available. Give students
time to become acquainted with moving around the lights, adjusting the various
power levels, using modifiers, and mixing different types of light.
MI
Independent Practice (LSI Quadrant III):
Students will create a lighting setup diagram and an illustration that shows how the
lighting setup would look on a person’s face. The illustration should show where
shadows will fall and where the highlights would be.
Option: Students may want to search online for examples of a lighting setup
diagram. Students can create and print out a diagram so it can be compared to the
illustration.
Summary
MI
Review (LSI Quadrants I and IV):
Checking for student understanding: (Q & A Session)
Q: What is ambient lighting?
A: Non-direct, soft lighting that comes from no direct source.
Q: What four lights are discussed in this lesson and how are they used in lighting
setup?
A: Key Light
• Always the MAIN LIGHT in your photograph
• Must be the brightest light
• Casts the main shadows in your images and gives your subject volume
• The key light is always placed off camera
Fill Light
Illuminates shadows but has no direction
Ambient light is often used as a “fill light” because it fills in the shadows
Should be very soft and very broad
Add several of them to any given lighting setup, if needed
Normally placed to the opposite side of the camera from the key
Normally set to half the power (or below) the key light
Always lower, height-wise, than the key
•
•
•
•
•
•
•
Rim Light
Sometimes called a back light
Creates a bright line around the edge of the object, to help visually separate
the object from the background
• Provides separation and creates depth
• No general consensus on just how bright a rim light should be
• Set behind your subject and pointed towards the back of them
•
•
Hair Light
In a portrait setup, adds dimension and drama to the image by accenting the
shoulders and crown of the subject
•
AAVTC: Principles of AAVTC – Lighting (Virtual, Still, Video)
Copyright © Texas Education Agency, 2012. All rights reserved.
6
•
•
•
•
Brightness of the hair light should never be the first thing you notice about a
portrait
Always placed above a subject’s head and pointed down…towards their hair
A hair light doesn’t necessarily have to be directly above a subject, it can be
in front of or behind your subject, but must be high enough to illuminate their
hair
As a general rule, a hair light should be about 25% less powerful than your
key
Q: What type of lighting setup would create drama in a portrait?
A: Split lighting
Q: How can you identify a butterfly lighting setup?
A: By the strong light falling on the forehead and by the distinct shadow under the
subject’s nose that looks like a butterfly.
Q: How can you identify a Rembrandt lighting setup?
A: By the triangle opposite the subject’s nose on the less illuminated side of their
face.
Q: What is the difference between hard light and diffused light?
A: Diffuse light is light that has been spread out to cover a large area and has a
neutral color. Hard light comes directly from the source and is not diffused.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
The teacher will monitor student progress during independent practice and provide
assistance when needed.
MI
Formal Assessment (LSI Quadrant III, IV):
To test students’ understanding and knowledge of the lesson, have students create
their own lighting setup online and then draw what they believe it will look like after
playing around with lighting equipment. Compare their drawings to their diagrams to
see how well they were able to foresee what various lighting setups would do.
Teacher observation should be used while students are creating their lighting setups.
As always, reteach when needed.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Encourage students to find examples of different types of lighting in nature. For
example, three point lighting setups can be found in real life, if you position
people/objects in certain ways and manipulate light using reflectors. Have students
try something like this as a homework assignment and then bring in the resulting
photos/videos that they created and explain the different lighting setups they found in
nature to the rest of class.
AAVTC: Principles of AAVTC – Lighting (Virtual, Still, Video)
Copyright © Texas Education Agency, 2012. All rights reserved.
7
AAVTC: Principles of AAVTC – Lighting (Virtual, Still, Video)
Copyright © Texas Education Agency, 2012. All rights reserved.
8