Tasks that may have become routine can always be refreshed, and using black light is a fantastic way to do that. Begin by sharing visual examples and the prompt for students to choose a subject for an artwork that will be rendered in both regular light and black light. Since my classroom can’t be made dark enough to achieve the full effect of the black light, I first share a presentation with side-by-side exemplars. Then I take students into a smaller closet space where they can turn the lights on and off to view the artwork and see how everything in the vicinity of the black light glows—from the lint on their clothes to the paint on the canvas.
Einstein understood the mind of an artist, the role of curiosity, and how having fun is important to the creative process. Fun fuels creative flow—and the challenge of working with black light piques the interest of all students.
Introducing Black Light
Mid-semester is a perfect time to refresh the classroom energy. Tasks that may have become routine can always be refreshed, and using black light is a fantastic way to do that.
Begin by sharing visual examples and the prompt for students to choose a subject for an artwork that will be rendered in both regular light and black light.
Since my classroom can’t be made dark enough to achieve the full effect of the black light, I first share a presentation with side-by-side exemplars. Then I take students into a smaller closet space where they can turn the lights on and off to view the artwork and see how everything in the vicinity of the blacklight glows—from the lint on their clothes to the paint on the canvas.
Bioluminescent Beach Drawings
Students experiment on two different substrates: black paper and white watercolor paper. On day one, I guide them through creating a nighttime bioluminescent beach drawing on black paper. Students experiment on 5 x 7" (12.5 x 18 cm) black drawing paper with white soft core pencils, using layering and pressure techniques learned earlier in the semester.
Once they finish the monochrome drawing, students use several reference photos and add blue acrylic fluorescent paint to the plankton and surrounding waves.
Because the black paper isn’t made for painting, I instruct students to use little to no water and minimal paint. As the layers are added, the paint will glow more brightly. The fluorescent paint will act like markers, leaving behind strokes that are visible only in the black light, so it’s important for students to paint in a directional line and visit the black light room between applying each layer to monitor their progress.
Fluorescent Watercolor Paintings
On day two, we work with fluorescent watercolor paint on white watercolor paper. Both paint types react the same to the black light, so you could use the blue fluorescent acrylic paint from day one on the watercolor paper.
For this experiment, students create a beach at sunset. Since this requires more of a painting skill set, I review blending techniques for the sky and water and guide students to work from light to dark, background to foreground. They add silhouettes last, with the option to draw them with black soft core pencils or black charcoal or to paint them with black india ink. These options allow students to experiment with painting and drawing while deciding what substrate works best for their final idea.
Bringing It All Together
On day three, students generate ideas for a final project. Open-ended prompts with minimal structure work best for creative thinking. Students’ subject may or may not be technically bioluminescent, but it must work well in both regular light and black light.
A good way to warm up the creative mind is to start with a group brainstorm on all things bioluminescent. Project your computer to the class and research students’ responses. This will allow MLLs (multilingual learners) to have a visual support for any words that may be new to them.
Reference images are always helpful and should be available to students if they need them. This is a good time to discuss ways to appropriate with integrity by using copyright-free images or collaging multiple images, for example.
As students generate ideas, have them reflect on which media might work best for what they want to create. Once their idea is well-formed, let the fun begin! Using the same structure and process as the two preliminary experiments, students can embark on their black light art-making journey.
Generating Creative Outcomes
There is much for students to think about with this project: What subject works well in black light and regular light? What materials will communicate my ideas successfully? How will I gauge my progress and technique and course-correct as needed?
Scaffold the learning experience and allow for fun. New energy will be created for you and your students!
Monique Dobbelaere is a National Board Certified Teacher at Hilton Head Island High School in Hilton Head, South Carolina. Monique.Dobbelaere@beaufort.k12.sc.us
National Standard
Connecting: Relating artistic ideas and work with personal meaning and external context.
Resource
Black Light Basics
Art teachers share a variety of meaningful and engaging interdisciplinary lessons. Students create space suit helmets and souvenir photos of their imaginary journeys through the solar system, use architectural principles in a cardboard construction project inspired by abstract artist Elizabeth Murray, make STEM connections to origami and use unfolded paper figures to create geometric paintings, and more.
Browse This Issue