Geometric Light Art

Question 1: How well did the activity align with your intended curriculum or standards, and what adjustments (if any) would strengthen this alignment?

The activity aligned strongly with both the Art and Science curricula for Primary 4 and 5. Students were able to explore key Art concepts such as geometric shapes, symmetry, repetition, colour contrast, and layering, which directly support the P4 Art standards on understanding visual elements and using them purposefully in composition. At the same time, the integration of the LED circuit allowed students to apply Science learning from the P4 Light topic and the P5 Electrical System topic, particularly in recognising that light travels in straight lines, understanding how shadows form from cut-outs, and constructing a simple closed circuit using a battery, copper tape, and LED. The digital fabrication component also supported ICT and design-based competencies, aligning with 21CC outcomes such as problem-solving, planning, and resilience.

To strengthen curriculum alignment, I could incorporate a more structured comparison between physical and digital layering, making the connection to spatial depth more explicit. Providing a short mini investigation on how different geometric openings or distances from the light source affect shadow size or brightness would also deepen the Science links. Finally, adding a short peer critique segment based on Art vocabulary (e.g., balance, contrast, rhythm) would further reinforce the Art standards and enhance students’ ability to articulate their design choices.

Question 2: In what ways did students’ ZPD guide your decisions about pacing, scaffolding, or complexity of the activity?

Many Primary 4 and 5 students can independently create simple shapes and follow step-by-step instructions, but tasks such as planning multi-layer compositions, using digital tools like Inkscape, or troubleshooting electrical circuits fall just beyond their independent capability. So, I intentionally structured the lesson with gradual scaffolding: beginning with a concrete hands-on paper layering activity before introducing digital layering, modelling each Inkscape tool slowly, and providing guided examples before students attempted their own designs. This allowed students to build confidence with familiar tasks before moving to more abstract or technical processes.

In terms of pacing, I allocated more time to the Inkscape segment because students typically need repeated demonstrations and teacher prompts when learning new digital skills. I also ensured that more complex steps, such as Boolean operations or aligning shapes precisely, were introduced only after students had successfully created basic shapes.

For the circuit-building portion, I simplified the design to a single LED closed circuit and provided visual diagrams so that students working below grade level could still achieve success, while more advanced students could explore variations or refine the neatness of their copper tape paths.

Overall, decisions about when to model, when to release responsibility, and when to simplify or enrich tasks were all guided by my understanding of the students’ ZPD, helping to maintain engagement while ensuring that each learner could experience success through appropriate challenge.

Question 3: What supports did you provide in the lesson plan to support diverse student needs? How did these supports work in the overall lesson?

To support students with different learning needs, I built several scaffolds into the lesson. I started with a hands-on paper layering activity so that students who find abstract ideas difficult could first see and feel what “layers” look like before moving to digital work. I also showed sample designs, demonstrated each Inkscape tool step-by-step, and gave clear rules for the task (use geometric shapes and 3–5 layers). These supports helped students know exactly what to focus on.

For students who needed extra help, I provided an instructional video to guide them through building the circuit, which was especially useful for those who struggled with the technical steps. To challenge more advanced learners, I offered the option of adding additional layers to increase complexity in their artwork.

I also made space for peer support by letting students discuss ideas, check each other’s work, and solve problems together. This helped students feel more confident and learn from one another.

Overall, these supports made the lesson smoother and more accessible. Students with different abilities were able to follow along, stay engaged, and complete the artwork successfully.

Question 4: After testing the lesson, what changes would you make to better meet diverse learner needs or to better maintain the learning objectives?

After testing the lesson, I noticed several adjustments that would better support diverse learners while keeping the learning objectives clear. First, many students needed more time to follow the Inkscape steps, so I would break the demonstration into shorter segments and provide short tutorial clips. This allows students who need repetition to rewatch the steps, while faster learners can continue independently.

Students also faced challenges during circuit-building, especially with laying copper tape neatly and connecting the LED correctly. To support them, I would prepare a sample circuit as a visual guide.

Since most students had no experience using foam tape, I will include an instructional video showing how to assemble layers cleanly and safely. This will give them more clarity and confidence before they begin the hands-on assembly.

Another improvement is to split the activity into two 2-hour sessions instead of one long 3-hour block. This gives the teacher more time to cut students’ files and allows students to assemble, test, and troubleshoot their work without feeling rushed.

Finally, I would provide two levels of design tasks—a basic geometric layout for students who need structure and a more complex option for those who want a challenge. Encouraging peer support, especially during Inkscape and circuit-building, would also help learners who need more guidance. These adjustments will help ensure that all students can participate successfully and stay engaged throughout the activity.