Richard Thomas
289-60-1697
September 27,2001
Art Education: Field Experience, 41003-001
Kent State University, fall, 2001
LESSON PLAN
NAME OF LESSON: Stain Glass Painting Memorial for September
11,2001
NAME OF UNIT: Pieces of You
GRADE: 6
UNIT GOALS:
 Contexual #G4A- Learners will Investigate how the arts have
been supported throughout history. Students should better
understand their environment whether it is personal space, the
outside world, an imaginary world or even dreams.
 Technical #G2A- Learners will design and use procedures to
test the suitability of various tools, techniques, processes, and
materials for different purposes or effects. Students will learn
how to communicate their ideas, background and talents using
multimedia in 2D, 3D, and possibly, through today’s technology.
 Formal #G1C- Learners will examine the similarities and
differences of how various art forms influence and/or express
an idea or event. Students will learn that color theory, elements
and principles of design, good composition and bad, are all
influences that convey a message and are responsible for an
aesthetic reaction.
 Expressive #G3C- Learners will analyze and critique the
incorporation of the arts in the commercial media. Students will
better understand what outside sources have influenced
personal development and discover how they influence others.
OBJECTIVES:
 1. The students will learn how and why stain glass was created.
 2. The students will come up with a composition containing only
the colors black, red, white, and blue. This will unify the panes
together to have them act as one piece.
 3. The students will learn about related elements of design.
This will include the use of color mainly. By using color to relate
their pane with their class mates.
 4. The students will learn to paint on glass using new
techniques. This will be using watercolor paints on a sand
blasted glass surface.
 5. The students will learn about memorials.
CONSTRAINTS:
 Teacher
 Classroom
 Students
 Sand blasted Glass panels (30)
 White paper (30)
 Light Box for transferring cartoon onto the glass.
 Pencils (30)
 Visuals of Stained Glass and Memorials
 Water Color Paints – Red and Blue (30 each)
 Black Markers (30)
 Clear Acrylic Spray Paint (3) for sealing panes after class
without the students present.
 3 Class Periods of 30 Minutes Each
 Masking Tape
 Plates for paint
 Water cups
 Paper Towels
INTEGRATED ASPECTS: The students will be looking at history
and current events. They will discuss memorials and why they are
erected. The present event will be on the loss of the lives on
September 11, 2001. They will be creating something that will be
for public display and help towards Social Healing. This will
connect them to the rest of the world by showing their support and
caring for the people lost that day and their families.
ACTIVITIES:
Day 1
 Students will clear off desks
1 min. - Teacher will introduce the lesson on stained glass. I
will ask the students how much they know about stained glass?
Where have they seen stained glass? Explain how it is made. Talk
about the historical processes of making stained glass. Stained
Glass has been around for hundreds of years. The first stained glass
windows were painted glass. As time went on making stained glass
from different colored glass pieces became possible. The first
windows had small pieces of glass connected together by pieces of
lead called lead calm. These pieces were originally made right at the
site of the window being made by a glass blower who would blow a
cylindrical bubble that was then cut of at both ends and flattened on a
stone. Another way was the bubble was opened up and spun out into
a disk called a roundel. With either technique the next thing was
making the shape needed from the glass piece. To do this a string
dipped in oil is placed on the glass in the desired shape and lit on fire.
After the string burns and while the glass it is hot, the glass is
quenched in water. The thermal shock from this process breaks the
glass along the lines created from the burning string.
Explain that we will be using a glass painting style of stained glass.
Glass painting is still in existence after time also. There are many
different forms of doing this. One way is to paint certain types of
paints on the glass and then putting the glass in to a kiln and firing
the piece. This process bonds the paint to the glass. Another way is
not by using paint but ground up glass powders mixed with gum
Arabic and painted on the glass and then fired in a kiln. This process
actually makes the glass and the powdered glass into one piece of
glass.

The process we are going to use is the fact that you can
have many types of paint stick to the glass. Sometimes you
need to ruff up the surface a little to make the paint stick
better. To make the glass have a texture I am going to sand
blast one surface of the glass. This will make the surface
more compatible with water color paints and also give it a
white appearance. The watercolors will stick to the surface of
the glass but will be able to be washed off. To make the
painting permanent it must have some kind of fixative. In this
case I am going to seal the glass painting using Clear Acrylic
Spray Paint. The acrylic after it has dried will be water safe
and will protect the painting.
 5 min. - Ask the students about Memorials and where and
why they are made? Who are memorials made for?
 7 min. - I will ask them if they know what happened in the
United States on September 11, 2001? Tell the students that
we are going to create a stained glass memorial for the
victims of the September 11, 2001 tragedy.
 9 min. - Explain to the students that we will only use the
colors red, white, and blue so that we create a unity in the
window between their individual panes. This will allow each
student to make their own statement yet also unify all the
panes as one piece. Separate yet one. We are all individuals
but we are all part of this group also. Ask for students to
volunteer to make panels representing the 3 locations that we
are making the memorial for: NY, Washington, D.C., PA.
 12 min - Explain to them to design their panel on paper in
pencil first, then color. I will explain to them next class how to
transfer their design to the glass the next class.
 15 min. – Pass out paper and have the students work on their
designs.
 28 min. – Collect and clean up papers
 29 min. – Have students work on sketches and continue to
look at stained glass and memorials.
 30 min. - End of class
Day 2
 Students clean of desks
 1 min. – Demonstrate how to use the Light Box and how to
transfer their design to the glass panel.
 5 min. – Explain how to paint the panels.
 10 min. – Pass back students designs and have them
continue on them. They will continue on their designs and
transferring them to the panels (after design is approved).
 25 min. – Students painting clean up.
 27 min. – Collect Glass Panels
 28 min. – Collect papers
 29 min. – Have students continue working on designs and
transferring designs to glass panels.
 30 min. – End of class
Day 3
 Students clear of desks
 1 min. - Pass out Papers
 3 min. – Students continue to work on panels.
 25 min. – Collect panels, paint, and papers.
 28 min. – Explain that the next class we will install the panels.
 30 min. – End of class
EVALUATION CRITERIA:
 1. Did the students learn how and why stain glass was
created?
 2. Did the students come up with a composition containing
only the colors black, red, white, and blue?
 3. Did the students learn about related elements of design?
 4. Did the students learn to paint on glass using new
techniques?
 5. Did the students learn about memorials?
EVALUATION PROCEDURE: The criteria above will be fulfilled
with the completion of their panel. The panel will show that the
students have learned about stained glass painting, new
techniques, and the color design element.
Participation in discussions and the class will cover the
other areas of the lesson.