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    Texas A&M University-Commerce Daily Lesson Plan Form: (Typed Out Completely)

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    The lesson plan is for a 3rd grade art class where students will learn about stained glass windows and create their own stained glass image using watercolors and stamps on paper. Over two days, students will be introduced to stained glass history, learn key concepts like warm and cool colors, and create a stamped and painted design incorporating these elements. Their work will be assessed based on design principles and craftsmanship.

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    Texas A&M University-Commerce Daily Lesson Plan Form: (Typed Out Completely)

    Uploaded by

    api-282607644
    144 views4 pages
    The lesson plan is for a 3rd grade art class where students will learn about stained glass windows and create their own stained glass image using watercolors and stamps on paper. Over two days, students will be introduced to stained glass history, learn key concepts like warm and cool colors, and create a stamped and painted design incorporating these elements. Their work will be assessed based on design principles and craftsmanship.

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    lesson3rd stainglass

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    The lesson plan is for a 3rd grade art class where students will learn about stained glass windows and create their own stained glass image using watercolors and stamps on paper. Over two days, students will be introduced to stained glass history, learn key concepts like warm and cool colors, and create a stamped and painted design incorporating these elements. Their work will be assessed based on design principles and craftsmanship.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    144 views4 pages

    Texas A&M University-Commerce Daily Lesson Plan Form: (Typed Out Completely)

    Uploaded by

    api-282607644
    The lesson plan is for a 3rd grade art class where students will learn about stained glass windows and create their own stained glass image using watercolors and stamps on paper. Over two days, students will be introduced to stained glass history, learn key concepts like warm and cool colors, and create a stamped and painted design incorporating these elements. Their work will be assessed based on design principles and craftsmanship.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Texas A&M UniversityCommerce

    Teacher: Corina Richards

    Daily Lesson Plan Form


    Subject: Art

    Grade Level: 3rd Grade

    Mentor: Carmen Slagle

    Campus/District: Fort
    Date: February 2015
    Elementary/Royse City ISD
    Overall Goal of Lesson: The student will produce a stained glass image using watercolors and stamp
    on hymnal paper.

    Instructional Objectives:
    1) Become aware of where & why stain glass was used in history.
    2) Study the characteristics of stained glass windows light, design elements, color usage.
    3) Create a drawing with an interesting scene pencil.
    4) Stamp the drawing with acrylic black paint.
    5) Paint the sections with watercolor paint.
    6) Exhibit skill and craftsmanship in stamping and painting.
    Texas Essential Knowledge & Skills (TEKS) &
    Key Vocabulary: illuminated wall decorations
    ELPS:(typed out completely)
    117.11. Art, Grade 3.
    Primary color sets of colors that can be
    combined to make a useful range of colors
    (a) Introduction.
    Secondary color a color made by mixing two
    (1) Four basic strands--perception, creative
    more primary colors
    expression/performance, historical and cultural
    heritage, and critical evaluation--provide broad,
    Opaque not able to be seen through
    unifying structures for organizing the knowledge
    and skills students are expected to acquire. Students Transparent can see through it; allows light t
    rely on their perceptions of the environment,
    pass through
    developed through increasing visual awareness and
    sensitivity to surroundings, memory, imagination,
    Warm color hues from red to yellow, include
    and life experiences, as a source for creating
    browns/tans
    artworks. They express their thoughts and ideas
    creatively, while challenging their imagination,
    Cool color hues from blue green to blue viol
    fostering reflective thinking, and developing
    most grays included
    disciplined effort and problem-solving skills.
    Artists to reference -(2) By analyzing artistic styles and historical
    Marc Chagall Russian/French artist
    periods students develop respect for the traditions
    Louis Tiffany American artist
    and contributions of diverse cultures. Students
    William Morris English artist
    respond to and analyze artworks, thus contributing
    to the development of lifelong skills of making
    informed judgments and evaluations.
    (b) Knowledge and skills.
    (1) Perception. The student develops and organizes
    ideas from the environment. The student is expected
    to:

    (A) identify sensory knowledge and life experiences


    as sources for ideas about visual symbols, self, and
    life events; and
    (B) identify art elements such as color, texture,
    form, line, space, and value and art principles such
    as emphasis, pattern, rhythm, balance, proportion,
    and unity in artworks.
    (2) Creative expression/performance. The student
    expresses ideas through original artworks, using a
    variety of media with appropriate skill. The student
    is expected to:
    (A) create artworks based on personal observations
    and experiences;
    (B) develop a variety of effective compositions,
    using design skills; and
    (C) produce drawings, paintings, prints,
    constructions, ceramics, and fiberart, using a variety
    of art materials appropriately.
    (3) Historical/cultural heritage. The student
    demonstrates an understanding of art history and
    culture as records of human achievement. The
    student is expected to:
    (A) compare content in artworks from the past and
    present for various purposes such as telling stories
    and documenting history and traditions;
    (B) compare selected artworks from different
    cultures; and
    (C) relate art to different kinds of jobs in everyday
    life.
    (4) Response/evaluation. The student makes
    informed judgments about personal artworks and the
    artworks of others. The student is expected to:
    (A) identify general intent and expressive qualities
    in personal artworks; and

    (B) apply simple criteria to identify main ideas in


    original artworks, portfolios, and exhibitions by
    peers and major artists.
    Higher Order Questions:
    What sort of colors do we see in this picture name the warm, cool, secondary and primary colors?
    What images do we see in this picture? (Referencing the cartoon image)
    Why would someone use a stained glass window today?
    How does a stained glass window preserve culture?
    Student Activities:
    Students will sit in groups and come up with three primary colors/secondary colors.
    Then we will report back to the group and talk about color mixing.
    Move to main topic stained glass windows use for teaching principles through pictures.

    SPED Modifications/ELL Strategies:


    Anticipatory Activity for Lesson:
    Pictures of stained glass windows in
    Color mixing review
    blendspace presentation
    Stained glass window cartoon / window question
    Guided stamping
    Time Allotted
    Teacher Input/Lesson Activity:
    Day 1: lecture,
    Brief blendspace presentation about cathedrals and stained glass windows. Introduce artis
    draw designs,
    that have made stained glass windows. Discuss how our windows will be reflective of
    begin stamp
    whats important in our lives.
    Day 2: continue
    Modeling:
    stamp, begin
    water color paint
    Demonstrate drawing on a hymnal sheet the initial design.
    Then show them how to stamp the outline (like art show tree project).
    5 - 10 min
    Review color mixing terms when planning the colors for your stained glass sections.
    intro/demo
    Begin painting with watercolor.
    Guided Practice:
    5 min
    Give them their own hymnal sheet and show dimensions of the window-scape; add
    zentangles to the outer border like a frame
    Independent Practice:
    Students will draw their own design; stamp the outline in black, then color the sections w
    10-15 min
    watercolor.
    Lesson Closure:
    5-7 min
    Lesson/vocab review what did we learn? Clean up.
    Assessment Methods/Strategies:
    Did students show an understanding of the design elements in stained glass windows?
    Did students try to incorporate warm and cool colors?
    Did the students show design principles in balance, repetition, and unity in placement of
    colors and shapes?
    Did students exhibit craftsmanship in drawing, stamping and painting?
    Resources (supplies, equipment, software, etc.):

    Materials hymnal paper, watercolor paint, cardboard stamps, black acrylic paint, paint brushes, water cups, pencils, erase

    Reflection:

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