LESSON PLAN: Stained Glass
University of Southern Indiana,
Art Education Division,
Art 395:003 Introduction to Art Education, Fall 2009
1/ Title of Solo Lesson Plan: Stained Glass
2/ Team member: Kristen Singleton
3/ Age group: 3rd Grade
4/ Location: South Knox Elementary School
5/ Time: May 2, 2009
6/ Aim: Student will create a stained glass looking artwork inspired by the people of the Middle East.
7/ Objectives:
By the end of the class period, students will be able to:
Art History
 Identify visual clues in works of art and artifacts that reflect characteristics of a given culture
and speculate on where, when, and by whom the work was made. (3.1.1)
 Identify themes and symbols in works of art from various cultures, ethnicities, and historical
periods. (3.1.3)
Art Criticism
 Describe and analyze sensory, formal, technical, and expressive properties in own work and
works of artists through discussion and/or writing, developing appropriate vocabulary. (3.3.1)
Aesthetics
 Discover personal meaning in works of art and recognize alternative responses of peers in
determining personal significance. (3.5.1)
Art Production
 Demonstrate refined perceptual skills in the production of artwork. (3.6.1)
 Create artwork that communicates personal ideas and experiences. (3.6.2)
 Demonstrate respect for personal work and the work of others. (3.6.6)
 Apply elements (line, shape, form, texture, color, and space) and principles (repetition,
variety, rhythm, proportion, movement, balance, emphasis) in artwork that effectively
communicates ideas. (3.7.1)
8/ Sequence of teaching time/ Instruction approaches
2 min. – Introduction
 Getting to know one another: names, favorite place to visit, and age
5 min. – History
 Discuss the characteristics of stained glass
o Discuss briefly stained glass in synagogues and churches
o Provide information on the change of stained glass in the Renaissance.
o Show to the students some photos of ancient stained glass.
5 min- Aesthetics
 Overview of the elements of art “ABC’s of art” and the “Words of art.”
5 min. – Demonstration
 Making stained glass artwork inspired by the Middle East using the elements and principles
of art.
3 min. – Questions
 Quick overview of the lesson so far
40 min. – Start the Individual projects
5 min. - Clean –up
 Before discussion
5 min. – Discussion
 Give students the opportunity to explain their artwork
2 min. – Summary of the activity
2 min. – Assessment of the children’s artworks and discussion of each other’s artwork
9/ Type of art experience: children will use paper, glue, and chalk to create their own stained glass
integrating the elements and principles of art.
10/ Resources to facilitate instruction: visual aid using a PowerPoint presentation to show
different stained glass of the Middle East as well as an overview of the elements and principles of art.
11/ Art supplies/Tools/Equipment: paper, glue, and chalk.
12/ Vocabularies:
 Stained Glass: Glass colored by mixing pigments inherently in the glass, by fusing colored
metallic oxides onto the glass, or by painting and baking transparent colors on the glass
surface.
 Emphasis: in a composition refers to developing points of interest to pull the viewer's eye to
important parts of the body of the work.
 Balance: is a sense of stability in the body of work. Creating a feeling of equal weight can
create by repeating the same shapes and Balance.
 Harmony: is achieved in a body of work by using similar elements throughout the work,
harmony gives an uncomplicated look to your work.
 Variety: refers to the differences in the work, you can achieve variety by using difference
shapes, textures, colors and values in your work.
 Movement: adds excitement to your work by showing action and directing the viewer’s eye
throughout the picture plane.
 Rhythm: is a type of movement in drawing and painting. It is seen in repeating of shapes and
colors. Alternating lights and darks also give a sense of rhythm.
 Proportion: or scale refers to the relationships of the size of objects in a body of work. A
proportion gives a sense of size seen as a relationship of objects. Such as smallness or
largeness.
 Unity: is seen in a painting or drawing when all the parts equal a whole. Your work should not
appear disjointed or confusing.
 Line: the mark created by points on the picture plane (multiple points joined together to form
a line, picture plane = any surface).
 Color: hue, black or white or hue that you see
 Shape: two dimensional (2D): length + width= geometric shapes like circles triangles, etc.
 Form: three dimensional (3D) length + width + depth = geometric forms like cubes and
cylinders.
 Texture: the surface quality that can be felt or seen
 Space: the flat surface of the picture plane
 Value: lightness or darkness of a color as in the tint or shade of the artwork
13/ Special considerations:
 Children with glasses sit in the front to see the power point on small slides.
14/ References:
Uduehi, Joseph. Introduction to Art Education Class. 10 Sept. 2009
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-Arts/2008-09-03VisualArts.pdf
15 Clean-up: Children will clean up before discussion of their artwork.
16/ Assessment: of the Instruction and Children’s artwork