Stained Glass Windows Kindergarten and 1st Grade

Resources to consider:
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):

Sea Turtle Reverse Glass Painting

Resources to Consider (I showed some of these on my Smartboard): http://www.learnnc.org/lp/editions/drawturtle
http://www.wikihow.com/Draw-a-Sea-Turtle
http://drawsketch.about.com/library/bl-step-turtle.htm

Intended Grade Level(s): 2-4Grade

Estimated Class Period(s): 2

Materials Required: White 9X12 paper, Acetate, small paint brushes, pencils, sharpies, acrylic NEON paint, sea turtle pictures, ocean themed artwork examples, (optional: sea turtle tracers)

FYI: I used tempera paint for this initially, but it flaked off the acetate…I tried covering it with a layer of Modge Podge and that helped it to stay on…I am not sure if it is a permanent fix, acrylic works better on acetate so in the future that is what I will use.

Goals & Objectives: The goals of this lesson are technique and procedure based. (I did tie it in with a unit on ‘ocean’ art, but it could very easily adapt to other goals based on your district’s objectives.) The objectives include using organic shapes, using a variety of lines and complex patterns and filling in shapes using even color.

GLEs Accomplished In Lesson:
PP I.B Paint lines and fill in shapes with even color using tempera (see my note above about the type of paint)
AP 2.A Describe the use of the following in artworks: Outlines, Organic shapes, Organic forms, Positive and negative space, Contrast/ variety of values, Complex patterns

Procedure (Guided Lesson, Instructions, etc):
I set up the paint in those little round paint pallets, just a tiny bit of each color with one set of paints for each table. The students will only be using tiny amounts of paint and I found this to be less wasteful. Since it was using neon paint, I didn’t have them mix colors, but if you don’t have neon paint, color mixing could be part of the lesson goals.

Project (Steps, Examples, etc):

1. Demonstrate how to draw a sea turtle (I made sea turtle tracers….but a more advance group could have easily drawn the sea turtle without a tracer or with the help of an egg shaped/oval tracer) I suggest that they put it in the corner of the paper, rather than exactly in the middle, but I let students make the final compositional decisions.
2. After the outline is drawn demonstrate how to draw an oval on the inside of the shell and add lines all the way around to create smaller areas for the edge of the shell. Then add organic shapes in the middle.
3. Students will then lay their sheet of acetate over their drawing (I demonstrated this on my Elmo). They will use a sharpie to trace over the entire drawing so that it is now ‘traced’ onto the acetate. If you are worried the acetate will slide and shift, you can give them a small piece of tape to hold it in place. I did have a few students who were unable to line up their drawing after it had moved, but not everyone will need the tape.
4. Once they have drawn the outline in sharpie, demonstrate how to add a variety of lines, complex patterns and shapes inside their organic shape. Also, they should put small organic shapes on the flippers, neck and tail of the turtle so that it looks more like a reptile.
5. Have students flip their acetate over before they write their name in the corner or else it will be backwards.
6. Students will need to paint some of their tiny details today so that they will be dry by next week. Quickly demonstrate how they will use a tiny paintbrush with only 2 or 3 colors this week. Remind them that we are painting the back and this color will show through on the front even if they paint over it when it is dry. (If you don’t have time for this step it can be done at the beginning of the next lesson, just remind students to make sure the paint is dry before they paint over it!)
Day 2
1. Review the way that we painted last week. Demonstrate how they will paint right over the organic shape even if they painted the polka dots first, those will show through onto the front.
2. Make sure they paint the entire turtle.
3. Students can add patterns in the background with a sharpie, they could do tiny organic shapes, lines, or circles for bubbles. If time allows, students could also add paint to the background.

Assessment and Reflection: Students will design the Sea Turtle Reverse Glass 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 craftsman ship and details appropriate to the grade level.

Here is the outline tracer I used...students still had to draw the shell, but this at least helped them to make it big enough.

Navajo Rug Paintings

All of the artwork was made by kindergarten students!



Resources to consider: http://www.collectorsguide.com/fa/fa064.shtml Brief history of Navajo Weaving. I always ask the librarian to gather books for me to 'keep in the room as a reference. Also, I have included some photos at the end of actual Navajo Weavings that were taken at the Philbrook Tulsa Art Museum in 2007.
Intended Grade Level(s): K-2
Estimated Class Period(s): 3
Materials Required: 12X18 white paper at least #80 weight, triangle, diamond tracers, examples of blankets, woven designs, artifacts, information on Native American symbol and weavings, scissors, pencils, posters

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. This lesson could easily be adapted to district objectives and cross curricular goals.
GLEs Accomplished In Lesson:
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
AP 2.A. Explain how Native American art reflects the habitats, resources an daily lives of Woodland and
Plains Indians
Compare and contrast the habitats, resources and daily lives of Woodland and Plains Indians

Procedure (Guided Lesson, Instructions, etc):
FYI Second graders study Woodland and Plains Indians so if you do this unit at the same time that the classroom teachers are covering Native Americans, be specific that NAVAJO Indians are from the Southwest, they are the most famous for creating weavings, their culture is different than Native Americans that live other places. This could be a good time to compare and contrast the Navajo with the Woodland and/or Plains Indians
Project (Steps, Examples, etc):
WEEK 1
1. Introduce Native American culture. Show examples of Navajo weavings (review for 2nd grade or an introduction if they will be weaving paper soon). When I introduce the lesson, I provide information that refers what students are learning about in their regular ed. classroom. The main focus would be culture and symbols for 2nd grade and lines and shape for Kindergarten.
2. Demonstrate how students will trace shapes on their paper to make a design that looks similar to a Navajo Rug. Students will trace the shape in pencil and write their name on the back of the paper. Younger students may need to help each other hold the shape 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. I keep the kindergarten students to a very limited and structured design, diamond in the middle, triangles in the corners and lines in the middle.
3. After students have drawn their design and I have assisted the ones that need a little bit of help. I demonstrate how they will use temper paint with 2-3 colors only the first week. I also show how they will clean up. The entire painting will not be finished today, only 2-3 shapes/lines. I also demonstrate how the paint looks if the colors get mixed accidentally! Sometimes tempera paint looks bad when 2 colors mix (like blue and red doesn’t make a very pretty purple) 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.
4. Students will put their painting in the drying rack.

Week 2
1. Review information about Native Americans from last week.
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. Demonstrate how they will paint over their original pencil lines with black paint being careful not to swoop their brush across wet spots. This can make a big mess out of their paper.
3. At the very end, pass out black paint. Students will carefully paint their (now invisible) pencil lines. (this step could even be saved for the 3rd week for younger students if you are worried about the black making a mess if it mixes with the other colors)
4. After students put picture in the drying rack, they will have a little bit of time after clean up to look at Native American books or to create a drawing on a free sheet. Remind them to be careful not to let colors mix.
Week 3 NOTE: THIS IS A 5 MINUTE STEP!!
1. After the painting is completely dry, before sending the artwork home or hanging it up for an art display, demonstrate how students will use scissors to snip the short ends of the paper so that their ‘rug’ looks more like it has been woven. Stress that they should only snip the short sides for fringe, do not cut anything else up!

Assessment and Reflection: Students will design the Navajo Rug Tempera 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 craftsman ship and details appropriate to the grade level.

Here is an actual weaving on a loom:







Here is a Native American symbol plate, possibly a Thunderbird:
Here is some Navajo Pottery. It might be neat to follow the painting with a clay lesson and base the project around the black and white pottery designs:

Chalk Owl Painting

All of the examples below are from Kindergarten students. This project is very fun and I have done it two different ways...You can see the difference in the examples and I made a note in the procedures to explain the difference.







Intended Grade Level(s: K-2
Estimated Class Period(s): 2

Materials Required: black 18X12 construction paper, colored chalk/chalk pastels in a tray of water, pencils, white tempera paint, circles to trace (depending on age level), books about owls, owl pictures

Goals & Objectives: The primary goal of this lesson is for the student to use lines and shapes.
GLEs Accomplished In Lesson:
Kindergarten
PP 3. G Create an original artwork that communicates ideas about the following themes: Outdoors (seasons, nature) EP1.A Identify and use lines 1.B Identify and use shapes, Categorize large and small 1.E Identify and use color
1st Grade
PP 1.A Fill an area with solid color/value using crayon, pencil, or marker
1.B Apply paint with a dragging, not pushing motion
EP 1.B Identify and use triangle, circle, square, rectangle and oval shapes
Categorize large and small and medium

2nd Grade
PP 3.G.Create an original artwork that communicates ideas about the following themes: Nature; Places (e.g., school, home, stores, neighborhood, countryside
EP 1.B. Identify and use geometric shapes


Procedure (Guided Lesson, Instructions, etc):
This lesson is part of a unit on shapes. For older students, you could read Owl Moon, Or the book Goodnight Owl, but I recommend using the owl poem. I drew it on a poster so I can act it out and have the students say it with me (make up actions):
The Owl
There’s a wide-eyed owl
With a pointed nose.

He has pointed ears
And claws for toes.

He sits in a tree
And looks at you.

Then he flaps his wings
And says, “Tu-whit, tu-whoo”

Project (Steps, Examples, etc):
1. Read the owl poem with students. I made a poster of it and we said it out loud a few times through, acting it out. Show pics of owls. Explain how all owls look different depending on where they live, they have to blend in to their environment…..Show a few pics from magazines or books. Explain how owls are fierce hunters and cute and cuddly, that is why they are my favorite animal…
2. Quickly review the things we have learned….lines, shapes and texture….draw a few things on the board, artists use lines and shapes all the time, we will be using these all year to create art. Give students a black 12X18 paper pre-folded the hot dog way. Explain that they will draw 4 things. A straight line, nearly to the top, but not all the way. A circle, an big oval and a triangle. Demonstrate this on the board….it makes a big B….show them a tiny way…they way NOT to draw it…..

NOTE: I Have done this lesson 2 ways...the way that I described above, they are using circle tracers for the big owl and then free-handing the little owls. Another way to do it is to have them fold their paper in half the tall skinny way, paint a capital 'b' with white paint and then fold the paper in half so that it makes a print, this creates one large owl on the paper...then they can go over it to make it more even, add ears and a tree branch at the bottom and stars and moon at the top...I prefer the 'printing way' a little better...
3. While students are drawing, have them put on paint shirts.
4. Demonstrate how to paint with white paint. Go over the rules for paint: don’t paint hands, paper only, be careful not to let paint drip, wipe it gently on the edge of jar…..don’t take paint jar out of the plastic tray, we will use more colors later, but today we are starting out with one color!….. Outline each shape, fill it in. Fold over gently, rub the back of the paper (one boy threw his on the ground and stomped on it….it did make a cool texture for feathers)……open it up and see a symmetrical owl…a giant one….demo how to add a tree branch, stamp the brush for leaves, add a full or crescent ‘c’ moon, and add a few small stars. Mention that they should be careful not to totally cover the paper with white paint…it will be a snow scene and the owl won’t show up….
5. Before passing out the paint, show them a few books that are marked with owl pics: Turtle Island ABC (from CTV) Brother Wolf (MTJ) and Goodnight Owl….Students can look at the books to get ideas on how they will color their owl the next week. Quickly show them the example for next week, 2 ways, the goodnight owl and others…..Demo how to clean up and put paper in drying wrack….
6. Pass out the paint, let students work…cleanup.


Week 2
1. Read and act out the owl poem with students again.
2. Demonstrate how they will use chalk pastels to color their night owl scene. All of the white shapes need to be colored over this week. This is a great way for them to add really cool texture and details. Demonstrate how to draw the eyes, on the board first, 2 or 3 ways….then the beak….an easy triangle or the harder owl beak…..demonstrate how to put that mask of feathers around the face and then add feathers for the wings and belly….While students are drawing in pencil, have them put on paint shirts and pass out paintings from last week.
3. (Since it is on black paper, the chalk doesn’t always show up right at first if it is wet, when they color directly on the black paper. I remind them not to let their paper get too wet, and not to rub too hard in one spot because this will make their paper get a whole in it. I show them how to do the owl’s eye! This is important or else it won’t look like an owl, I make them do the eye first, a little bit of gray/black in the middle with yellow or yellow green around the outside…make sure the babies match!) When everyone is finished drawing, demonsrate how to use chalk. Explain that students shouldn’t get hands dirty on purpose!! Show how to color eyes, explain to be careful not to get paper too wet or it could rip, explain why the chalk pastels are in water…..Demo how to color and outline things….demo how to use the side of the chalk to color big areas, how to color the moon, leaves, stars, and sky with purple.
4, Demonstrate how to color the tree, leaves, moon, and stars. Remind them that they do not have to color the sky since it is already black like night, but if they want to make it more spooky, they can put purple and blue around the background like a spooky haze. Explain that students will have to wash hands and put this in the drying rack when they are done and they can look at the mini-goodnight owl book or any book in the room.

Assessment and Reflection: The students will use chalk to color a night owl scene according to a teacher constructed rubric. Students should be able to use the white paint, the chalk, draw the shapes, and color essential parts of the composition with little or no teacher assistance.

Animal Clan Weavings

Resources to Consider: http://turtle-island.com/customs.html Information about the Woodland Indian tribe. I have books from the library about the Objiwa indians, Woodland Indians, and Plains Indians as references
Iroquois Animal Clans: http://www.carnegiemnh.org/exhibits/north-south-east-west/iroquois/clan_animals.html and http://www.carnegiemnh.org/exhibits/north-south-east-west/iroquois/in_the_forest.html and (with pics) http://www.iroquoismuseum.org/ve7.htm

Book: Sootface an Obijwa Cinderella Story by Robert D. San Souci

Intended Grade Level(s): 2nd - 4th

Estimated Class Period(s): 2

Materials Required: Construction Paper, (paper cut for looms on the paper cutter: different color looms and strips for different animals) scissors, glue, pencils, black crayons, Shapes to trace (large circles, or triangle shapes for head of animal), Native American posters, artifacts and information on symbols and weavings

Goals & Objectives: The primary goal of this lesson is for the student to demonstrate making a paper weaving. The secondary goal of this lesson is to have an understanding of Native American symbols and culture.

GLEs Accomplished In Lesson: : PP 1.E Make a paper weaving using plain weave IC 2.A Explain how Native American art reflects the habitats, resources and daily lives of Woodland and Plains Indians HC 1.A Identify works of Art from Native Americans

Procedure (Guided Lesson, Instructions, etc):
Teacher will study a bit of information about the Iroquois Indians and prepare examples of the different animal clans. Pre-cut the looms and the strips on the paper cutter for the students to weave. Create some tracers for students to use when cutting their weaving to the shape of a circle (for turtle’s shell) or wolf’s head.

Project (Steps, Examples, etc):
1. Introduce Native American culture, show poster of loom with a weaving on it, artifacts, and examples of woven materials. ( I read the book Sootface and the students briefly compared it to the real-Cinderella story using a think-pair share.) I showed students the examples of the different animal weavings and explained the animal clans of the Iroquois Indians.
2. Explain vocabulary: loom, weft, warp. If time allows, share a story or book or information about Native American symbols. (Check with your school librarian for resources if you don’t have something that you already use during weaving lessons.)
3. Demonstrate how to make a paper weaving. (Have the 9X12 loom paper pre-cut for each student) After students finish their weaving, they will glue it to a sheet of 9X12 coordinating color paper for the next week. Don’t forget this step!


Poster from Arts and Activities magazine. It has additional information on the back.

Week 2 (This doesn’t take an entire class period, I always have some handouts of symbols for them to study that they could write a story with or make a book mark to take home)
1. Review Native American symbols. Demonstrate how students could make a book-mark using symbols if time allows at the end of art. (this is what I do….I already have handouts for each table ready and a box with all the materials they will need to create the bookmark.
2. Using the weaving from last week, students will trace a circle and cut it out. (this is for the turtle, I will show examples of a fox and a wolf at the conference and the pictures below).
3. Students will add the arms and legs or ears and snout, I demonstrate how to draw these with a pencil on construction paper and cut out. Then I explain how they will layer pieces to create a design on the shell.
4. Students could make their turtle really detailed by cutting out claws and eyes, or they can just draw those on with a black crayon. (I always have someone draw a smiley-face ☺ on the turtle….it never looks quite right) Students can use scraps of paper or black crayons for many of the details.
5. I always have books in the room for students to look at if they get finished early. The librarian gathers books on Indians, Weavings, and Native American Symbols.

Assessment and Reflection: Students will create the turtle weaving based on a teacher created rubric as it aligns with district objectives and goals. Students should be able to complete the weaving with little or no teacher assistance and the finished product should have good craftsman ship and details appropriate to the grade level.

Stained Glass Windows Grades 3-4

Resources to consider St. George and the Dragon by Margaret Hodges, Illustrated by Trina Schart Hyman
Intended Grade Level(s): 3-4
Estimated Class Period(s): 2
Materials Required: 12X18 watercolor paper, rulers, pencils, examples of stained glass and stained glass windows, tempera cake paint, black electrical tape, sharpies

Goals & Objectives: The goals of this lesson are to use a story as inspiration for a stained glass window composition and paint the design using tints and shades.
GLEs Accomplished In Lesson:
3rd Grade PP 1.D Demonstrate an additive process (black tape)
3.A Figure: Create an original artwork of a figure in an action pose.
EP 1.A Identify and use horizontal, vertical and diagonal lines.
1.G Identify and use middle ground, overlapping and change of size to create illusion of space
IC 2.A Explain how the math principle of symmetry is used in art
HS 1.A Identify works of art from Europe (realistic)
4th Grade PP Using tempera, add color to white to create a ting. Using tempera, add black to color to create a shade. PP 3.C Create artwork that communicates ideas about time (past, present and future)
EP 1.A Identify and use outlines. EP 1.G Identify and use placement and change in detail to create the illusion of space. EP 2.B Identify and use a center of interest (focal point)

Project (Steps, Examples, etc):
1. Introduce the unit with some examples of stained glass and some pictures of stained glass windows. Tell the story of St. George and the Dragon and point out books in the room about knights, castles, etc.

2. Tell my experience with stained glass and explain how the window we are painting will be very simple. Show them an example of stained glas (a candle holder) and show the solder lines.
3. Students will draw a scene from St. George and the Dragon. I point out that many stained glass windows were originally created to tell stories from the bible. This drawing will require quite a bit of realism. I had examples of how-to books with horses, knights, princesses, and handouts with copies from the book. I showed examples of how this could be a fearsome story with a scary dragon vs. a brave knight or it could tell a sweet story with a beautiful princess falling in love with her knight in shining armor.
4. The first thing students need to do is use a ruler to draw the frame. This was actually really hard for my students to hold the ruler and trace the corners to create triangles and then connect each triangle with a line to make a rectangle in the middle. The scene was to go inside the smaller shape in the middle. This took the entire class period. Students only had a little bit of time left to design their scene.


Week 2
1. Review information about Stained glass windows from last week. Emphasize the idea of solder and glass to make a scene. Show an example of a stained glass window of St. George and the dragon. Also, emphasize the idea of smaller lines within larger areas to create the sky...small pieces of glass make up larger areas and we need to draw those as part of our design.


source

2. Since I had my students make this on expensive, heavy paper, I decided to draw the frame on the paper so that all they would have to do is add the black tape over the top of my lines and transfer their sketch onto the new paper with a sharpie. I demonstrated how they would peel of long pieces of tape and cover my pencil lines with the black tape. I also told them not to waste the tape. Do not put it on free sheets. For the triangle corners, they could just wrap it around the back of the paper. I assisted the ones that need a little bit of help.
5. If time allows, after drawing their picture with a sharpie marker, pass out the colored pencils for students to begin coloring the scene. 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.


6. If a lot of time remains, students could color a picture of a cornucopia stained glass window using markers.




Week 3
1. Show an example of a real stained glass window (again) and point out the black lines. A craftsman would look at the original design and fill in the pattern with pieces of glass. The glass would be fused together using solder. Our black pencil lines and tape lines are the solder. Today we will be adding color to our design.
2. Some students still may need time to finish drawing their picture. They are only to color the main scene in the middle. We will paint the frame.
3. Demonstrate how to paint the frame using bright colored tempera paints. Mention the fact that I also have metallic paints: silver, gold and copper...these only have tiny brushes in them and are intended for things on their design that might be metal: shields, swords, crowns, etc.
4. This should take most of the art session. If time remains at the end, I had coloring pages of Christmas stained glass windows available for them to color.




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.