Stain Glass

Stain Glass Lesson Plans

By Terri Taylor Menefee
Mountain Pine High School
Mountain Pine, Arkansas
(arthavenandstage.com)

Lesson 1:Introduction History of Stain Glass (research/writing in sketchbook)
Pass out Stain Glass Brief History by Shannon Fitzgerald

Students will pull art periods at random from a hat, fishbowl, some sort of container. Students find examples the Internet, library books, or other available resources of the assigned historical periods of glass. This information is documented with illustrations in their sketchbooks. Students are to share their finding with the class, and explain what defines their particular period of glass.

* Basic Historical Stain Glass periods
Roman
Byzantine
Romanesque
Theophiluse
13th-14thcenturies Gothic
Renaissance and Reformation
Victorian
Synagogues
Art and Crafts
Art Nouveau
LaFarge and Tiffany
Modern Religious
Synogogues
Frank Loyd Wright

Lesson 2: Community Impressions: Most communities have religious gathering places with stain glass windows, some even have non religious facilities and homes that house stain glass. Teacher made photos are presented to the class, and discuss how the shape of the window, the colors, patterns, and if this is considered narrative. Discuss how the content of the window implies the contents of the structure. (Possible options) Have students take photos of area windows to bring back to class. In our case, Hot Springs AR is a Mecca for stain glass. I make a treasure hunt form with the name of the window, and the student fills in the description and location of that window. As a class field trip, I gather as many digital cameras as possible. Each student staples the treasure hunt list in his or her sketchbook. We tour bathhouse row, the Catholic, Episcopal, and the Methodist church. Often an interpreter is available to discuss some of the detail significance of the particular glass.

Upon returning to the class, we present our photos via projection and discuss historical period, style, and methods of the glass. Students use notes and illustration to document their experience. The student who accurately finds the most stain glass window information receives the first pick of supplies reward. (That’s a big deal in my room.)

Lesson 3: Stain “Glass” Design Windows
Students are to design their own examples of stain glass designs in sketchbook by designing 3 to 5 thumbnail sketches; students are to label the thumbnail sketches with the period influence. Once a final design is chosen, redraw the design in a 4x4 square on drawing paper color designs with color pencils (this project is a great way of reinforcing or assessing color theory skills by using themes such as complimentary colors, cool verses warm colors.)

Pass out pre-cut 4 1/4 X4 1/4-transparency film to each student.

Pass out black sharpies (this project should be in a well ventilated room).

Students trace lead lines from their designs to film.
Students color in designs with color sharpies.
Have student write about their design influences in the margins around their square with ultra fine sharpie.

Lesson 3: Recycle “Glass” Plastic Preparation
-Surface Preparation: Using clean clear plastic bottles and sharp scissors, students carefully cut the tops off of the clean clear bottles, drill hole in center of bottom.
-Preparation of “Glass”
Assemble baking pans and pre-cut to size several pieces of aluminum foil.
Pour 3/4 Latex Polyurethane to 1/3Gel Medium blend until smooth in mixing bowl.
Line baking pan with foil.
Pour apron. 1/16” thickness of mixture onto baking pan
Using acrylic color drops and stir color in, (more color the less transparent, to get the swirl patterns mix less) let set a few minutes, slide mixture out of baking pan repeat until have all color desire and or ran out of supplies, finish drying over night, (DO NOT stack layers of color. Cut shapes the day you plan on assembling.
(Overflow project-project various fine art masterpieces images and trace in simple line onto clear shower curtain with fine sharpie and fill in with color sharpie.)

Lesson 4: “Glass” Form
Bottles may be cut prior to forming for optional designs. Using heat gun and gloves, melt clear bottles into various organic shapes. Pass out bottle forms have students cut and attach stain “Glass” shapes to side of bottles. Crimp end of wire to keep from passing through hole, loop wire aprox 2-4 inches away from bottle. (If your class is designing a Chihuly inspired piece of art, the wire length will need to lengthen with the number of bottles used, depending on how tall your design will require see example close-up).

Points of Reflection: (writing/sketchbook)
How does color change the way we look at the Form of the object?

Did the shape of the surface change your design? What did you have to consider when dealing with a 3-dimensional verses a 2-dimensional surface? What do you want the viewer to see first when looking at your design? What do you want the viewer to feel when viewing your work and why?

Experiment with designing and adding color prior to heating and forming verses, thus maximizing color design control.

Materials;
Latex Polyurethane
Acrylic Gel Medium
Mixing bowl
Acrylic Color
Baking Pans (or Aluminum foil)
Palate knives (or pop cycle sticks)
Clear Plastic bottles (cleaned)
Ruler
Drawing paper
Magic markers
Fine tip color Sharpies
Fine and Ultra Fine Black Sharpies
Scissors
Drill and 1/8” drill bit
Heat gun and gloves
Aluminum Wire (for hanging armature) wire coat hangers work (you will need pliers to crimp)

Target age: 7th-8th grade Art Appreciation
Media examples: Chihuly over Venice
Internet resources for research

Artist focus:
Dale Chihuly, http://www.chihuly.com/search
John Lafarge
Louis Tiffany
Henry Matisse
(Students will be able to define deference and recognize characteristics of each the glass artists listed above)

Assessment:
Product Rubric

State Standards: 5-8 (student learning expectations)
A.1.11Further investigate the language of art including, but not limited to, the elements and principles of design.
A.1.16 Recognize the rationale for responsible safety precautions within the visual arts environment.
A.2.16 Produce art work which displays knowledge of diverse cultures, styles, and periods of art.
A.3.12 Engage in aesthetic discussion and apply knowledge when observing works of art.

State Standards: 9-12 (student learning expectations)
A.1.27 Identify and understand responsible safety precautions within the visual arts.
A.2.29 Create art works that evidence thinking, awareness of design elements and principles, and aesthetic concerns.
A.3.21Critique art works in terms of history, culture, and aesthetics.

NATIONAL STANDARDS:
Content Standard #1 — Understanding and applying media, techniques and processes
•5-8 Students intentionally take advantage of the qualities and characteristics of art media, techniques and processes to enhance communication of their experience and ideas.
•9-12 Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques and processes they use.
Content Standard #5 — Reflecting upon and assessing the characteristics and merits of their work and the work of others
•5-8 Students compare multiple purposes for creating works of art.
•9-12 Students identify intentions of those creating artworks, explore the implications of various purposes and justify their analysis of purposes