LESSON PLANNING TEMPLATE FORM D: DUPLICATE AS NEEDED

Lesson prepared by:____Rebecca Zastrow__________

Lesson
title/topic
Designing Stained Glass -
Watercolor
Subject area Art
Date Week 9-12 Time 3 weeks Grade HS
STANDARDS/OUTCOMES
1A. Use materials, technique, media technology, and processes to communicate ideas and experiences.
1B. Use art material and tools safely and responsibly.
2A. Apply knowledge of materials, techniques, and processes to create artwork.
2B. Apply knowledge of how visual characteristics and organizational principles communicate ideas.
3A. Generalize about the effects of visual structures and functions and reflect upon these effects in
personal work.
OBJECTIVES Through these learning activities, the student will be able to:
-experiment with the use of watercolor paints
-design and create their own painting based on a stained glass window
-add textures to watercolor to simulate textures in the glass
-divide their paper into at least 50 spaces in order to create a design
INSTRUCTION Teaching strategy: _______________________
Introduction/Instructional activities/Conclusion
Introduction: The lesson is introduced through the experimentation and use of watercolor paints and
creating various textures (blocking with tape, crayon resist, dropping colors into others, wet on wet, wet on
dry, blending, layering, salt).
Instruction: The class is presented with various images of stained glass windows. Specific attention is given
to the different spaces, the colors, and textures present within the glass design. Choosing either to divide the
paper into abstract spaces or to divide an image into different spaces for the design, I demonstrate how to
create large spaces, outline them, and prepare to add color. The students are instructed to place texture (as
we had practiced) into every space of their design. Consecutive pieces must not contain the same color.
Conclusion: Students are given their supplies after completing the practice of techniques. They sketch the
lines for their design, are given a marker to outline their design, and then may begin adding their color and
textures to complete their piece.
How this lesson provides for ASSESSMENT of student learning:
Pre-assessment
Students are asked about their experience with working with watercolor paints. Students are also asked
about various stained glass designs that they may have seen. A transition to an introduction to watercolor
techniques is made where they can see the various techniques and then practice on them on their own,
adding any additional ideas they may have.
Checking up
Continuing with the production of their window design, the students are encouraged to continue adding
textures to the spaces, connecting these spaces back to the images studied of stained glass. The students
also complete a worksheet that accompanies a video on youtube regarding stained glass production,
connecting the idea of watercolor paints to this process. The students also complete a week of journal
entries, studying a stained glass window design and analyzing how this is relevant to their project they are
working on in class.
Post-assessment
The students complete their stained glass design, assuring that they have included all 50 spaces, outlined
their shapes, added textures to each space, consecutive spaces containing differing colors, and working in
each individual space, keeping techniques neatly within the designed lines.
How this lesson provides DIFFERENTIATION for the students in this class
When demonstrating, the students are able to hear and watch me as I present the ideas. The kinesthetic
learners then get the chance to experiment with the paints, in practice and on their project. The video allows
audio learners to listen to the connection between the concept of a stained glass window compared to
watercolor while the students are also able to articulate their thoughts through writing in the journals.
Students who joined us from the DD room participated in this project and were required to divide their
paper into a design only with less than 50 different spaces. The students also focused more on working with
the paints rather than adding textures to each space.
RESOURCES NEEDED
Watercolor sets, water, brushes, bowl, salt, paper, pencil, ruler, permanent marker, painters tape, white
crayon
REFLECTIVE ASSESSMENT of lesson and student success (To be written on back after lesson is taught)

Going from drawing all semester to finally being able to paint was relaxing for the students and
was a nice change in pace. They received the lesson well, but many students stuck with ideas that
they were comfortable with, many choosing abstract shapes they have worked with before. A
few students chose to create an image, similar to the stain glass I showed them originally. Being
able to watch the examples and practice prior to applying concepts to the projects instilled a
sense of confidence in the students and their abilities to move forward with the project. The
students did not have issue with dividing the space up into spaces. More emphasis should be
placed on the varying textures available to be used in watercolor. The students tended to choose
the salt over everything else, neglecting the other textures they were able to utilize. I would
encourage them as a requirement to use at least 3 of the textures in their piece so that they are
able to experiment with them and realize that they can combine the learned ideas to create their
project.