My intervention for my PgCert aims to address the lack of diversity and inclusivity in the teaching of lighting techniques in my practice, working at UAL. Specifically focusing on improving how people of colour are represented and supported in lighting and camera workshops. The current industry standard, shaped largely by camera manufacturers who primarily test their systems on white skin tones, perpetuates a narrow and exclusionary approach to cinematography. As a result I find educators like myself often provide vague or insufficient guidance when discussing how to light diverse skin tones, particularly people of colour.

To address this, this intervention proposes the integration of more inclusive teaching practices by diversifying the visual references and technical approaches used in lighting instruction. This includes actively seeking out and incorporating examples of cinematographers, particularly Directors of Photography (DOPs) of colour, who discuss or demonstrate nuanced techniques for lighting a variety of skin tones. The goal is to move beyond generalisations and offer specific, practical methods for achieving balanced, intentional lighting for all subjects.

The final outcome would be a helpful guide for both students and staff. It would include clear examples, practical advice, and reflections on how current teaching often centres on Western or white-focused standards. The guide would offer alternative ways of thinking about lighting that better reflect the diversity of people in the real world.

By foregrounding diversity in my pedagogy at UAL, this initiative seeks to reshape how visual storytelling is taught in my workshops, ensuring that all students are equipped to thoughtfully and respectfully light people of all skin tones.

Key References

SKIN TONE AND FACES/ CINEMATOGRAPHY PEDAGOGY WHICH FOREGROUNDS INCLUSIVITY AND DIVERSITY IN TEACHING LIGHTING

https://cinematographyinprogress.com/index.php/cito/article/view/45/35