In the last decade, colorful formed glass has exploded in popularity with the advance of breath-taking techniques perfected by artists such as Dale Chihuly. Although art glass is exciting to show students in the classroom, the hand-formed techniques are elusive due to the cost of equipment and safety concerns. This project gives students an opportunity to enjoy creating a random organic form with color and transparency similar to actual glass. It incorporates Dura-lar™, a crystal-clear polyester film, a low-temperature heat source and water-based glass paints, and the results are so stunning, you'll want to start planning your own "collection."

Grade Levels

8–12

Lesson Objectives

• Students will create a 3-dimensional artwork from a 2-dimensional medium using basic heat-forming techniques
• Students will apply color to the surface of their form in a manner that will mimic the patterns and textures of hot glass
• Students will learn the purposes and processes of a living artist and become familiar with his artwork

Historical/Cultural Relativity

• Discuss the means by which glass artwork is produced and formed; applying processes such as slumping, fusing, casting and blowing
• If possible, visit a museum or gallery that features glass artwork. Look at the works of Dale Chihuly, especially the "Seaform" series and "Persian Ceiling" installations (www.chihuly.com)

Preparation

Use strong scissors, craft knife or paper cutter to cut Dura-Lar into 6" × 8" pieces. Each student will need 2 pieces.

Procedure

1. Pre-heat water in skillet to 150°-175°F. Do not overheat. Too high a temperature will cause Dura-Lar to melt and release fumes. Temperature should be just warm enough to make the Dura-Lar soften so that it can be manipulated. Test a small scrap to make sure it's not too hot before students begin.
2. Have students take one piece of Dura-Lar and cut it down into a free-form oval, with multiple, random scalloped edges. Have them cut 2 smaller shapes out of the second piece (see A). Save the scraps.
3. Have students put on rubber gloves pick up a scrap of Dura-Lar with the tongs and place it in the hot water. After allowing it to heat, have them take it out and shape it. Give them a few minutes to practice forming a piece experimenting with ways to bend and form by holding one area in the water and then shaping it and also to familiarize themselves with the short window of time they have to work before the Dura-Lar cools down and becomes rigid.
4. Beginning with the smallest piece, students should begin to form their sculpture. Have them concentrate on forming one part of it at a time - the Dura-Lar cools very quickly. An area that has been formed can be reheated and formed again. There will be a tendency to overwork at first, so remind students to keep the shape looking like a bowl (see B).
5. Continue with the two larger pieces, testing each one in between to make sure the forms will be able to "nest" together.
6. Add color on just the back surface with transparent glass paint. It's not necessary to evenly coat the pieces - leaving some areas thick and some areas thin will look more like glass and will look more translucent as the pieces are stacked. Blend colors while still wet.
7. Once the paint is dry, carefully apply a thin, contrasting line on the edge of the piece with a Sharpie marker. This defines the shapes and the edges of the nesting pieces (see C).

Variations

• Have students create smaller, flower-like forms and insert a wire while Dura-Lar is heated. Create a class bouquet of "glass" flowers.
• Place on a light table, attach to a window or hang beneath ceiling lights to create magic.

Topics for Discussion

1. Chihuly's processes for art glass require a team of artists to produce. How does this differ from traditional means of producing art? What does this say about art as a business today?
2. Chihuly's glass sculptures are non-representational. What words would you choose to describe them to a friend?
3. Where else can you find glass used in art? (jewelry, stained glass widows & lamps, architecture, etc)
4. There are many arguments as to what is "art" and what is "craft." Which term do you think applies to glass working? Why?

National Standards

Content Standard #1 — Understanding and applying media, techniques and processes

5-8 Students intentionally take advantage of the qualities and characteristics of art media, techniques and processes to enhance communication of their experience and ideas.

9-12 Students apply media, techniques and processes with sufficient skill, confidence and sensitivity that their intentions are carried out in their artworks

Content Standard #2 — Using knowledge of structures and functions

5-8 Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work.

9-12 Students demonstrate the ability to form and defend judgements about the characteristics and structures to accomplish commercial, personal, communal or other purposes of art

Content Standard #5 — Reflecting upon and assessing the characteristics and merits of their work and the work of others

5-8 Students analyze contemporary and historic meaning in specific artworks through cultural and aesthetic inquiry.

9-12 Students identify intentions of those creating artworks, explore th implications of various purposes and justify their analysis of purposes in particular work