I showed them the stained glass window of St. George and the Dragon. My school has a couple of copies of the book by Margaret Hodges, Illustrated by Trina Schart Hyman. I had those in the room along with books about knights, princesses and castles.
Intended Grade Level(s): K-1
Estimated Class Period(s): 2
Materials Required: 12X12 white paper at least #80 weight, rulers, pencils, examples of stained glass and stained glass windows
Goals & Objectives: The goals of this lesson are to use a variety of colors and tempera paint with control, use shapes and lines in a composition.
Kindergarten PP 1.A Produce a line using crayon, pencil, or marker EP 1.A Identify and use lines 1.B Identify and use shapes I.E Identify and use color
1st Grade PP 1.B Apply paint with a dragging, not pushing motion EP 1.A Identify and use straight, curved, thick and thin lines 1.B Identify and use triangle, circle, square, rectangle and oval shapes 2.A Identify and demonstrate the concept of middle or center AP 2.A Identify the following in artworks: lines, shapes, colors, patterns
2nd Grade PP 1.B. Paint lines with control of the brush, Clean paint brush before changing colors EP 1.A. Identify and use zig-zag, dotted, and wavy lines 1.B. Identify and use geometric shapes EP 2.D identify and create a complex pattern
PP 3.G Create an original artwork that communicates ideas about the following themes: Nature, Places, countryside
Project (Steps, Examples, etc):
1. Introduce the unit with some examples of stained glass and some pictures of stained glass windows. Explain that stained glass is often used to tell a story in a church or other special building. It is also used in lampshades and candle holders. I showed them an example of a stained glass candle holder. (Tell the 2nd graders the story of St. George and the Dragon and point out books in the room, I actually had 2nd grade do a combination of k-1 lesson and the 3-4 lesson. One week they drew up a design for a stained glass window, the second week, they drew a simple line design and painted simple shapes, adding black tape to watercolor paper for the frame and the 3rd week, they painted the watercolor paper and added a black glue to the lines on the other painting. )
2. Tell my experience with stained glass and explain how the window we are painting will be very simple. Show them the project they can work on if they get finished early. This is a cornucopia. They will color it with markers.
3. Demonstrate how students will trace a ruler on their paper to make a design that looks similar to a simple stained glass window. I remind both K and 1st that rulers are not weapons or toys, they should not be used as drum sticks, they are for drawing or measuring only. Students will use a ruler to create shapes and write their name on the back of the paper. I had them do 3 with me and then they could add 3-4 on their own. Younger students may need to help each other hold the ruler in place on the paper so it doesn’t move while they are tracing it. Older students should use more lines and more complex patterns in their design.
4. After students have drawn the design and I have assisted the ones that need a little bit of help. MAKE SURE NAMES ARE ON BACK! I demonstrate how they will use tempera paint with BLACK only the first week. I also show how they will clean up. The entire painting will not be finished today, ONLY the BLACK lines. They will need a piece of newspaper on the table under their painting. This is the opposite of how a stained glass window is made. A craftsman or artisan would actually cut all the glass, lay it on a pattern and then solder it together. I also had them put a piece of news paper under their painting to make clean up little easier. I demonstrated how the paint drips and they will need to wipe it on the edge of the jar. Also, if one or two are at risk of painting the entire paper black, I mention that they are only painting lines, not filling in any shapes. After modeling the appropriate behavior, sometimes I review to make sure that they understand. At this point I have them put on paint shirts and I begin distributing paint to every table. I also remind them that some paint may get on their fingers and this is understandable, they can clean them at the end, but no ones hand should be completely black today.
5. Students will put their painting in the drying rack and clean up tables and hands when they are finished.
6. If a lot of time remains, students could color a picture of a cornucopia stained glass window using markers. (I hope to scan my drawing and upload it for you!)
Week 2
1. Review information about Stained glass windows from last week. I pointed out an example of solder, explaining that we are adding the 'colored glass' part now...the black is already in place, this is the opposite of how a real window would be put together, but an artist could use our design as inspiration for a real window.
2. Demonstrate how students will finish painting the shapes on their paper so that no white is showing. I stress that they should make sure to go back and touch up any spots that they accidentally leave white.
3. Demonstrate how they will paint between the black lines in the white spots paint being careful not to swoop their brush across wet spots. This can make a big mess out of their paper. I also demonstrate how the paint looks if the colors get mixed accidentally! Sometimes tempera paint looks bad when 2 colors mix. I show them what to do if the paint drips on their paper in a spot accidentally: they put a big dot of the correct color on top or leave it for next week and they can touch it up later. I also have silver (or gold) paint available for this project, it is very pretty! I hold up each color so that they can see it and I stress that it dribbles really bad if they don’t wipe their brush on edge of the jar.
4. At the very end, pass out black paint. They are to use the black as a final step, for touching up white spots or correcting paint that gets on black lines, ONLY. After students put pictures in the drying rack, they will have a little bit of time after clean up to look at books or to create a drawing on a free sheet. Also, have a St. George and the dragon stained glass window for them to color if they would like.
Assessment and Reflection: Students will design the Stained Glass Window painting based on a teacher created rubric as it aligns with district objectives and goals. Students should be able to complete the drawing and painting with little or no teacher assistance and the finished product should have good craftsmanship and details appropriate to the grade level.
Sample Photos (If Available):
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