Jessica Shelden
5th Grade
12/03/13
Rose Windows-Day1
1. Conceptual Framework
1.1. Concept Statement: Gothic architects built rose windows in churches to tell
stories to those who entered the churches.
1.2. Discipline: Art Studio
1.3. National Content Standard: 1. Content Standard: Understanding the
visual arts in relation to history and cultures. Achievement Standard:
Students a. know that the visual arts have both a history and specific
relationships to various cultures.
1.4. Virginia Art Standard of Learning: 5.12 The student will examine the
influence of historic events on works of art.
1.5. Cultural Reference: Gothic Architecture: Rose Windows.
1.6. Defined Vocabulary:
A. Rose Window: A symmetrical, circular window created with bar
tracery and stained glass.
B. Gothic: An architectural style from the 12th to the 16th centuries that
uses pointed arches, rib vaults, flying buttresses, large windows, and
elaborate tracery.
C. Mullions: Thin, stone bars that form a lacy frame for stained-glass
windows.
D. Bar Tracery: The technique created by Gothic architects that uses
mullions to create larger and more elaborate stained-glass windows.
E. Stained-glass Windows: Windows created from cut, colored glass that
is formed into shapes and patterns.
1.7. Affective Objective: The student will actively participate in a discussion
and ask questions about the history of rose windows.
1.8. Cognitive Objective: The student will learn how Gothic architects told
stories using rose windows.
1.9. Psychomotor Objective: The student will create a “rose window” using a
paper cutting technique and colored paper.
2. Instruction
2.1. Introduction
A. Hello everyone. My name is Miss Shelden. Your teacher has graciously
allowed me come and teach you an art lesson today.
B. Since this is my first teaching in this classroom can you tell me the rules
of the classroom? “That is a very good rule. Can someone share another
rule?” “Thank you that is an important rule as well.” “ Thank you to
those who shared. All of the rules we just discussed are my rules as well,
so we will get along fine.”
C. “Now that we have gone over the classroom rules we can discuss the fun
activity we are going to do today. Today we are going to do a quick, oneday lesson on Rose Windows.”
2.2. Motivation
A.
B.
C.
Anticipatory: Today I am going to tell you about a famous type of
architecture, but first we are going to talk about stories.
Problem-structuring: Q: Stories have been told for as long as humans
have been in existence. The way we tell stories has changed over time.
[What are some of the ways we tell stories now? (Speculations, books,
movies, music, pictures, text, internet.) Very good! I didn’t think of that!]
[How do you think people told stories in the past? (Speculations, wordof-mouth, books, cave paintings, paintings.) That’s good!]
Transition: Before we had electronic devices and before printing
presses were easily accessible people had to find other ways of telling
stories to people. During the twelfth century architects decided to use
windows to tell stories. These windows were called Rose Windows.
2.3. Presentation of Concept (Use PowerPoint)
A. Is your concept posted? Yes! Gothic architects built rose windows in
churches to tell stories to those who entered the churches.
B. Problem-structuring: The period that Rose Windows were used in was
called the Gothic period. The most well known architecture during this
period were the massive cathedrals built throughout Europe, but
primarily in France. (Show on map.) This style was created by the Abbot
Suger. The Gothic style used very large windows made of stained glass.
The light that came through the windows was supposed to bring
enlightenment. Today we are going to talk about one specific type of
window called the Rose Window. These windows were made of stained
glass. [What is stained glass? (Speculations, colored glass.) Very good!]
Stained glass is made by melting sand and ash together and then adding
specific metallic oxides to color it. It is then flattened and then cut into
shapes. Now, Rose Windows are special because of the shape of the
glass. [Why do you think the shapes are special? (Speculations.) That’s a
good guess!] The shapes are special because inside the big circle are
smaller shapes that make pictures. These pictures tell stories. [Can you
imagine walking into a building that has these huge stained glass
windows with sunlight coming through them?] It would definitely grab
your attention! When the architects were making these windows they
would make pictures in the stained glass that would tell stories to
whoever came into the cathedrals.
C. Transition: Today we are going to make miniature Rose Windows using
paper. When I call your table go and gather around the demonstration
table.
2.4. Demonstration
A. Description: Explain how to use oil pastels to color the paper.
Demonstrate how to fold and cut the paper. Tell them to glue it down on
black paper when finished. Materials needed: 8.5x10 white paper, oil
pastels, scissors, glue, black paper.
B.
C.
D.
Problem-structuring: Steps: So the first thing we are going to do is
color our paper to make it look like stained glass. We are going to use oil
pastels because they are easy to blend and have a shiny sheen. You can
color it however you want. You can use strips, swirls, circles/rings, and
blobs, whatever. It’s up to you. When you are finished coloring you will
fold it and cut it. You have all made snowflakes before right? Well, this is
a snowflake technique, but when it’s colored it looks like a Rose
Window. (See attached sheet for cutting instructions.) Next, write your
name on a black sheet of paper. When you are finished cutting you will
glue your rose window down on the black paper at your table. You don’t
need to use a lot of glue. I’m going to walk you through step-by-step
once everybody is done coloring. When you are completely done put it
on the drying rack.
Check for Understanding: Thumbs up if you think you can do that. All
right, before you can start let’s review the steps. What comes first?
(Color paper with pastel.) After that? (Cut the paper.) Then? (Write
name on black paper.) What comes next? (Glue down Rose Window.)
Next? (Put on drying rack.)
Transition: Great, now that we know the steps I will call your table and
you can go to your seat. Once you sit down begin coloring your paper.
You will have ten minutes. I will then walk you step-by-step through
cutting out your Rose Window.
2.5. Artistic Activity
A. Description of Activity: Students will create a “rose window” using
paper colored with pastels and a paper cutting technique.
B. Description of Model: A circular design cut out of colored paper pasted
down on black paper.
C. Materials and Aids: White paper (8.5x11 inches, 1 piece per student),
pastels (1 bowl per table), glue (1 per person), scissors (1 per person),
and black paper (10x10, 1 per person).
Rose Window Info:
Online Articles
http://www.wikihow.com/Make-a-Paper-Snowflake
http://www.notredamedeparis.fr/spip.php?article448
http://www.britannica.com/EBchecked/topic/509828/rose-window
http://en.wikipedia.org/wiki/Rose_window
Text:
Art: A Brief History, By: Marilyn Stokstad and Michael W. Cothren
Art of The Western World, By: Bruce Cole and Adelheid Gealt
D.
E.
F.
Verbatim Instructions: When you have finished coloring your papers
with pastels sit quietly while the rest of the class finishes. I will take you
step by step through how to cut out your rose window. You only have 10
minutes to color, so once you have your white paper begin working. I
will give you time updates to keep you on track.
Clean Up: All right you have four minutes left, finish up what you are
doing. Make sure your work is in your table folder. All the materials
should go in their proper containers. Make sure your space looks the
way it did when you came in. When you are done stay seated.
Transition: When everyone is finished cleaning up we are going to
review what we learned today.
2.6. Closure
A. When your table is quiet I will ask you a question and if you get it right
you can line up. What is a Rose Window? What style of architecture do
Rose Windows belong to? Why are Rose Windows special? What are
some ways we tell stories? What country were Rose Windows mainly
used in?
B. Transition to Dismissal: Great! You all were wonderful today! Thank
you for letting me teach you an art lesson today!
3. Time Flow
Minutes for Each Phase:
 Introduction:
 Motivation:
 Concept:
 Demonstration:
 Art Activity:
cutting)
 Cleanup/Closure:
Total:
2 minutes
4 minutes
8 minutes
5 minutes
21 minutes (10 minutes for coloring, 11 for
5 minutes
45 minutes
4. Assessment Rubric:
Objectives
Excels
Affective: The
Student actively
student will
offered opinions
actively participate and asked
in a discussion and questions about
ask questions
the history of rose
about the history
windows. Made
of rose windows.
connections
between past and
present use of
Satisfactory
Student agreed
with opinions
offered, but didn’t
contribute original
ideas to the
discussion about
the history of rose
windows.
Needs Work
Student fidgets
during discussion.
Appeared to be
uninterested. Did
not contribute
ideas to the
discussion.
Cognitive: The
student will learn
how Gothic
architects told
stories using rose
windows.
Psychomotor: The
student will create
a “rose window”
using a paper
cutting technique
and colored paper.
stained-glass.
Student is able to
explain how Gothic
architects told
stories using rose
windows. Student
can provide
examples of
specific rose
windows.
The student
created a “rose
window” using a
paper cutting
technique and
colored paper. The
student was
creative in their
use of color. The
student made use
of the space
provided when
using the paper
cutting technique.
Student is
somewhat able to
explain how Gothic
architects told
stories using rose
windows.
Student has only a
tenuous grasp of
how Gothic
architects told
stories using rose
windows.
The student
created a “rose
window” using a
paper cutting
technique and
colored paper. The
student may not
have made use of
the space provided
when using the
paper cutting
technique.
The student rushed
through rushed
through coloring
and cutting.
Overall the rose
window may be
sloppy.