In an effort to push my kiln-firing abilities and challenge students with a new material and process, I added fused glass to my current level 3 class. I enjoyed watching students experiment, problem-solve, and collaborate, and it was just the challenge I needed to expand my skills and freshen up my curriculum.
Advancements in kiln technology have made it easier than ever for art teachers to integrate kiln art into their classrooms. As a high-school 3D art teacher, I look forward to the clay units in each of my courses because they engage my students like no other medium.
In an effort to push my kiln-firing abilities and challenge students with a new material and process, I added fused glass to my current level 3 class. I enjoyed watching students experiment, problem-solve, and collaborate, and it was just the challenge I needed to expand my skills and freshen up my curriculum.
I have a basic understanding of fused glass techniques, and I wanted students to focus on color, shape, and composition. Keeping my limited budget in mind, I had each student create a 6" (15 cm) square design of geometric shapes that would be later fired into a mold to produce a shallow tray.
I needed a common theme that would help students visualize layering and the interaction of color, and plaid was the perfect solution. From ubiquitous flannel shirts to cozy pajama pants, plaid is a classic pattern with a rich international history.
A simple anchor chart with fabric samples and my own personal sketches provided the visuals students needed to help them brainstorm. I created a sketch with three layers of glass: first, horizontal stripes; next, vertical stripes; and lastly, thin lines of black and amber. Each of my layers contained both cathedral glass (transparent) and opaque glass (opalescent). I labeled the width of each stripe on my sketches and drew my design to scale. I colored it with colored pencils to help students visualize how my layers would fire together. Then I used my light box to show the class the potential interaction of colors.
Doing all the design work ahead of time was crucial. Students had a clear example of the intended outcome and used my sketches to guide them.
I wanted to share the entire process, so had I precut all of my glass layers following my measurements and full-fused my layers together. Students were thrilled to see the results and eager to complete their own work.
After demonstrating glass cutting and safety in small groups, students practiced cutting clear glass (since it is cheaper) before moving on to their final pieces.
Once students drew their stripes according to their measurements, they cut their glass and assembled the bottom two layers. The top layer consisted of either glass stringers or noodles, which created a delicate linear aspect to their design.
Students contributed to the management of the project by prepping the kiln shelves with kiln wash, loading the glass pieces for firing, and organizing the glass supplies.
Since a full-fuse firing can be completed during a school day, students were excited to unload the kiln to see the results the next day.
After all the glass squares were slump-fired into ceramic tray molds, students documented their work using our photography setup and wrote drafts of artist statements. I created an online discussion board where students posted their statements, and their classmates peer-reviewed and edited them. We will use the photographs and artist statements to apply to exhibitions. Until then, our artworks are proudly on display in the Main Office.
Working with fused glass can be intimidating, but the results are satisfying, and the material captures students’ attention. The precision needed to plan and measure the design uses math skills, and the process reinforces color theory. I look forward to having students experiment further with fused glass using more challenging techniques such as designing their own molds and creating organic forms.
Special thanks to the Florida Women’s Art Association for a generous grant that helped pay for our supplies!
Christine Colby is the 3D art teacher at Seabreeze High School in Daytona Beach, Florida. She and her students have previously contributed to Davis Publications’ Experience Clay and Exploring Visual Design. CLColby1@volusia.k12.fl.us; Instagram
Connecting: Synthesize and relate knowledge and personal experiences to make art.
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Art teachers use a process-based approach to engage students in art-making. Young students apply color-mixing to create vibrant watercolor paintings, elementary students are introduced to the unique process of paper quilling, middle-school students use critical thinking and ideation skills while drawing meaningful self-portraits, high-school students use fused glass techniques to create functional works of art, and more.
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