22|AULA cd object or or as a formative tool for recreating existing environement. Analysis of the task, discussion about possibilities of approaches Creative proposals and team argumenting defending their approach Testing and comprehension of qualitative and quantitative aspects of daylight and artificial light, tests of variety of sources and understanding basic electrical necessities for strarting the task. Exploring the interaction between the goal of the task, team idea and its execution – mockups, physical testing of intended proposal – and team evaluation of the chosen elements for the final output. Preparation of full plan for execution of the task – learning most effective ways for presentation of the intention to other proffesions they might work with together with budget list of necessary material for installation and realisation of the task. Presentation of the work to investor, and further consultations of alterations if necessary. Completion and execution of the work. Final public presentation and feedback. In house evaluation of all teams and team discussion for sharing independent observations about the process. 5. Conclusions As the education in Slovakia is still being performed in very good but at same time prevailing formal way we have chosen different approach, that is task and concept oriented, when introducing new subject of lighting to the students from different fileld backgrounds. Students came from the department of arts, design, architecture or new media and till now has been topic introduced marginaly as part of other formal subjects. It was important to introduce the topic in a way that would provoke curiosity and interaction among students, who most of the time worked primarily individually and lacked experience of teamwork and communication with other professions involved in real task process as much as investors. Understanding these necesities gave us an idea to create the concept and task oriented approach while at the same time teach them in the process all the basic and necessary notions about light and lighting, without extreme formal pressure. Already during the process of analysis they would show interest to find out more how this could be achieved and so during the testing they would progress more to widen knowledge about the properties of light and its possible existing sources. We provided them also with theoretical sources, links and examples which they could try through practical tests, and thus much naturally understood what has been meanwhile explained. In this moment, many of the choices undergone spontaneous changes in the developed tasks, as they could find out that certain characteristics would not work for them as believed before. Even more interesting became a project when it came to real consultations of needs of particular investors and sometimes the initial idea had to be altered to meet these needs. It was the second important moment for them to realise how this is different from an individal expresive artwork and how many different aspects play a role in creating realy valuable and compact outcome that meets not only investors requirements, but also fully comprehend users and make execution of the work easier and at all executable. The lighting subject with this approach is thus at he same time focused on teaching basics of lighting and also on preparing students for real tasks in actual praxis. The subject became appreciated soon and we see it as great set up for dealing with more profound lighting tasks and studies.