Miniature Stained Glass Designs
Lesson plan by:
Kim L. Defibaugh, Ed.D.
Joseph A. Citta Elementary School
Toms River, New Jersey
Art students in third grade created these colorful miniature stained
glass window designs. This project used
some recycled materials (excess used computer printer paper and leftover scraps
of used laminating material) and supplies purchased at a dollar store (colored
craft sticks, ribbon, and aluminum foil).
Objectives:
1.
Viewing art and appreciating art (aesthetics, art history, art
criticism).
2.
Creating art (art production).
Visual Arts Standards:
1.1 All students will acquire knowledge that increases aesthetic awareness by viewing and creating works of art.
1.2 All students will refine skills by creating a miniature framed stained glass design.
1.3 All students will use art elements (shape, line, color) and media.
1.4 All students will informally observe prints of stained glass windows (Marc Chagall) and reverse glass painting.
1.5 All students will view works of art representing various time periods and world cultures.
1.6 All students will plan and execute solutions to the problem of creating a miniature framed stained glass design.
Workplace Readiness Skills:
1.7
Occupational skills (presentation).
3.1
Define problem/clarify decisions.
3.7
Conduct systematic observations.
3.8
Organize, synthesize, and evaluate information.
3.10
Monitor own thinking.
3.11
Identify/evaluate alternate decisions.
3.13 Select
and apply solutions to problem-solving and decision-making.
3.14
Evaluate solutions.
3.15
Apply problem-solving skills to design projects.
4.2
Work cooperatively.
4.9
Use time efficiently.
Resources/Materials:
colored craft
sticks (4 each) tacky glue
4 “ x 4” Acetate or used laminating
material 4” x 4” scrap paper
pencils thin black permanent markers
colored permanent markers 4” x 4” aluminum foil
6” ribbon
Instructions:
1. Students selected four craft sticks for their frame and glued them around a 4" by 4 1/2" piece of laminating material.
2.
While the frames were drying, students sketched their designs on
pre-cut pieces of used ditto paper.
First, each student drew a simple design (candle, candy, cane, stocking,
bell) in the center of the paper. Then
they divided the space around the design by drawing lines to each corner and
each side of the paper.
3.
The paper was carefully placed under the framed laminating material
and the drawing was traced with a thin permanent black marker.
4.
The frame was turned over and students colored their designs with
permanent colored markers. Why color on
the back? It prevented the black
outlines from smearing or disappearing.
5.
To make the finished designs glitter, pieces of aluminum foil were
glued to the back of each design.
6.
Satin ribbon was glued to the top of each frame so the design could
be hung on a tree, a doorknob, or in a window.
Assessment of Student Learning:
View each student’s artistic process and product to
determine extent of student understanding of art concepts, artistic skills, and
work habits.
1.
Concepts: SWBAT demonstrate age appropriate understanding of aesthetic concepts
presented in class (aesthetics, art criticism, and art history).
2.
Artistic Skills: SWBAT demonstrate expected level of progress in artistic skills
of (a.) drawing, coloring, and gluing when
creating pins and (b.) evaluating and analyzing prints representing different
art styles, media, and time periods.
3. Work Habits: SWBAT follow directions, participate actively, and show effort in the learning process.