Introduction to Glass Fusing

Learning Resource Type

Learning Activity

Subject Area

Arts Education
Science

Grade(s)

4

Overview

Students will learn that some art has a purpose other than being art. Many common everyday items can be considered art based on the manner in which they are designed. Students will make a glass dish, using previous instruction on design and learn the basics of glass fusing. During the lesson, students will also learn the need to practice safe working practices so as not to place themselves or others in danger. Lastly, students will learn about the transference of energy or heat in objects and how that energy can impact their final form.

This activity was created as a result of the Arts COS Resource Development Summit.

Phase

During/Explore/Explain
Arts Education (2017) Grade(s): 4 - Visual Arts

AE17.VA.4.4

When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

UP:AE17.VA.4.4

Vocabulary

  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades

Essential Questions

EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?

Skills Examples

  • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
  • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
  • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
  • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
  • Design a two-dimensional drawings of a futuristic art room, town, or planet
  • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
  • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
  • Engage in group critiques of one's work and the work of others.
  • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
  • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
  • Use the design principles of repetition and alignment to add visual unity to an artwork.
  • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
SC15.4.2

Learning Objectives

Upon completion students should have gained the following information:

  1. Glass fusing is a process of fusing two or more pieces of glass together using heat to change the state of matter of the glass from a solid to a liquid and back to a solid using controlled cool down.
  2. Combing pieces of glass together and fusing them in the kiln we can produce objects that are not only pleasing to look at but also have meaning and purpose.
  3. When handling certain art-making materials, care should be taken to insure the safety of the student and those around them.
  4. Energy in the form of heat is generated in the electrical coils of a kiln.
  5. The energy created in the kiln is absorbed in the glass, changing the physical makeup of the glass.

Activity Details

Students will produce a glass dish that has been made by fusing pieces of glass together. Once the glass is fused it will be fired a second time in a mold to give it the shape of a dish. The lesson is conducted in the following steps.

  1. Students will learn how a kiln works. Electricity passes through elements in a kiln creating heat from electrical energy. The controller of the kiln determines the rate of heat and the period of time the heat is produced. Then it controls the cool down in a manner that allows energy to be stored in an object such as glass without breaking it through excessive energy reduction.
  2. Next students will learn how glass fusing works by watching the digital resource, an Introduction To Glass Fusing. Once students have the concept of glass fusing we will begin our activity.
  3. Students will then learn about the dangers of cut glass. Glass is cut by scoring lines in the top of the glass and applying pressure to scored line. This allows a controlled release of the energy stored in the glass to break the glass in a manner that creates pieces that are useful. Handling the glass with extreme care will be emphasized to prevent incidents for an individual student or their classmates.  
    • Stress the importance of wearing goggles, using tools correctly, and following lab safety precautions. The instructor may cut pieces of glass ahead of time; students will not be required to do this. 
  4. Once the students understand the need for safety they will assemble pieces of glass to make a finished product. Students will be given a variety of one by four-inch pieces of colored glass that can be arranged to make a pattern. When the pattern is complete they will glue a solid piece of four by four-inch clear glass to the top. Lastly, they will add half inch pieces of colored glass squares to make a design on the top layer.
  5. Once these are complete the pieces will be transferred to the kiln where they will be full fused, which is a process that will melt all three layers into a single piece.
  6. Lastly, the pieces will be placed in a slightly curved glass mold and fired a second time. This firing will slump the glass to the mold giving it the shape of a dish.

Assessment Strategies

Once the pieces are completed, students will write a short report, comparing their work with others regarding the differences that are made in the elements of design. They will also discuss the change in the appearance of the piece following the energy that was applied in the form of heat. Lastly, they will discuss, as a class, their individual experience with the glass and tools and how safe work practices allowed them to handle the glass in a manner that kept them safe.

Background / Preparation

In preparation for the activity, the instructor should assemble the following supplies:

  1. A collection of one by four-inch pieces of colored glass must be cut.
  2. Each student will need a four-by-four-inch piece of clear fusible glass.
  3. A collection of one half inch square chips will be needed for students to use to make surface decorations on the top.
  4. Chinet dinnerware paper plates for each student to work on.
  5. Elmer’s Clear glue for each student.
  6. Each student will need goggles and a review of lab safety precautions.
    *A kiln is required for this activity.*
Introduction to Glass Fusing
https://youtu.be/W4ZtqG5GCbU

Approved Date

Owner (Author)

jtdavis
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