The following five projects are all loosely based on the medieval period of about 1200-1300, with the idea of a castle or cathedral providing a unifying element. Each project is designed to flow into the next. Thus, the divisions between them are somewhat arbitrary. Projects 1 and 2, as one example, could be combined, while number 5 could be split in two. The whole series, as well as the individual units, are also designed to fit into an integrated course of studies. The primary focus is visual arts, but other subject areas that fit in include: social studies (looking at various aspects of life in the middle ages), language arts and drama (writing and performing a mystery play--this can also include music), mathematics (geometry) and science (properties of light and colour, properties of glass). The target age range is the junior-intermediate divisions, but the projects can be modified to fit almost any grade.

Project 1 "Stained Glass" I

Materials: paper sheets, at least 40x30cm (experiment with various textures)

Tools: crayons and/or pastels (these can be used together to see the different effects each has on the surface)

Procedure: The paper can be cut into a cathedral window shape if desired, or left as is. Using a black crayon, and starting anywhere on the paper, draw a continuous line, using curves and/or straight lines. This will result in many random shapes of various sizes. These are then filled in with colour--it is probably best to emphasize the primary colours and their derivatives. The result can be completely non-representational, but sometimes forms will suggest themselves from combinations of the smaller space.

Comments: As a general introduction to the whole unit, it would be useful to briefly discuss stained glass (or leaded glass) windows, how they are made, and their use and impact in medieval life. Remember this is in age without electric lights and neon signs. One of the most colourful and brightest objects people then would have seen would have been a sunlit stained glass window. Pictures of actual windows at the least should be shown, or a trip could be arranged to a church or other building with leaded glass windows.

This particular project can be used as a largely remedial exercise, to get children to think about shapes and how they can be joined to make other forms. It is also an introduction or review of colours, and also explores the texture of paper and crayon.

Project 2 "Stained Glass" II

Materials: acetate sheets (publishing companies tend to have used acetate sheets they usually throw out); alternatively use pieces of tissue paper; plain paper for planning

Tools: permanent markers, pencils, glue if using tissue paper

Procedure: Where the first project used randomly created shapes, here the students draw a design based on a stained glass window. Place a sheet of acetate over the design and using a black marker, trace the outlines of shapes (this gives the effect of the frames or "leading" of the panes of stained glass. The spaces are then filled in using coloured markers. If using tissue paper, cut out shapes according to the rough design, and glue the shapes together. Then, when dried, outline the various shapes with a black marker, or glue on strips of black paper, to simulate the leaded effect. The transparency of the acetate or tissue paper simulates the effect of light through a stained glass window.

For further investigation into the properties of colours, have students use only black and the three primary colours of red, blue and yellow. For this, each student will require four pieces of acetate, one for the black, and one for each of the three primary colours. Start with drawing the black outline of the leading. Place one of the other sheets on top, and fill the spaces from one colour based on the preliminary design. For example, if you choose red, only the spaces that require red would be filled in. Then place the second sheet on top and fill in the yellow spaces, and then finally the third sheet with blue. Where colours overlap, new colours or shades will be created. Blue over yellow will make green for example. Black with red will make a darker red. When all four sheets are assembled on top of each other, the final design will appear. This can lead to additional topics, such as the four-colour process used in the printing industry.

Project 3 "Tapestry"

Materials: insulating Styrofoam (or similar sheets of fine-grained Styrofoam), at least 30cm thick, fabric (scraps, rags, old shirts etc.), thin cardboard or heavy stock paper

Tools: fine markers or pencils, metal nail file or butter knife, craft knife or similar sharp bladed tool, scissors

Like stained glass this project involves cutting out and assembling a variety of shapes to form other combinations of shapes or patterns, but the end effect will be more a feeling of tapestry. (Note, in all of the first three projects, the direct application of geometry and mathematical patterns.) Fabric and Styrofoam surface introduce two completely different types of working materials from the first two projects.

Trace a pattern on the Styrofoam with marker or pencil (this can of course be drawn on rough paper beforehand. Depending on the age level of your class, keep the patterns fairly simple for ease of assembly later on, i.e. squares, diamonds, triangles. Curved lines can be used, but will be harder to work with. Score the foam about 1.5cm deep using the craft knife. Trace the individual shapes on cardboard with a seam of about 1cm around each piece. For example, with a square 5cm by 5cm, leave a 1cm border all the way round, so the cardboard template would measure 6cm by 6cm. Use the template to cut out the fabric with scissors. Centre the fabric pieces on the correct place on the Styrofoam and tuck the seams into the scored line with a nail file or dull knife. To finish the outside edge, glue down the overhanging seams. Then cut a strip of fabric or heavy paper to glue along the sides to cover up these seams.

Project 4 "Heraldic Shield"

Materials: corrugated cardboard, acrylic paint, glue

Tools: brushes, scissors/craft knife

The children will design their own heraldic crest based on their name (first, last or combination of the two). Some names might have an obvious meaning, such as Shoemaker or Miller. Students can research what their names mean, or they can look up their family tree if they know it, or use something from their cultural background and base on design on this. Or children can simply make up a meaning they think is appropriate. Immigrant children could include elements of their journey to Canada, for example an airplane or boat. As with the stained glass projects, bring in pictures or examples of shields and crests. Heraldry is a concise story in pictures telling the history of a person or their family, and the theme the child picks should reflect this. The purpose here is to tap into the children's own experiences and family backgrounds (which integrates with social studies/self and society). It also reproduces the medieval method of story telling or recording history through images rather than words. This links back to the stained glass windows and tapestries used in a similar fashion to tell stories or record events. This can also be extended into other cultures, such as the Native Canadian or African nations, which also recorded history through oral story telling and images. Compare for example, the West Coast totem poles that also told family histories.

Cut out a basic shield shape. Cut out some larger design elements and glue them onto the main surface. Two or three layers can be built up this way. Final details are then be painted on. This project again involves assembling shapes to create an overall design, but instead of a flat surface, this creates a three-dimensional one. The project also involves using paint and brush.

Project 5 "The Mystery Play" or Tying it All Together

Materials: large sheets of paper (chart paper or similar), water-based paint, heavy stock paper or thin cardboard

Tools: large brushes (at least 2.5cm wide), small pint brushes, scissors, recordings of medieval music (live if you can arrange it?)

This combines two activities, individual and group.

Mask Making: The masks are based on those used in mystery or passion plays (examples would again be of great value). Cut out the basic shape of the mask. Cut out eyes, nose and mouth as required, and then paint. Ears, horns or other features could be glued on as well. Attach string so the mask can be worn. Where the previous activities have required the assembly of shapes, this involves taking away shapes to create the final product. To add a cross-cultural element, discuss the use of masks and costumes in the Caribana festival and parade in Toronto, or the Chinese New Year parades--how are these the same, different? .

Group Painting: Depending on class size, all the students should be involved in this project where feasible. While most of the class is constructing masks, small groups will work in stages on the "tapestry" (either one single large one, or, and this is probably more manageable, a number of smaller ones that can be combined). Affix the sheet of paper to a suitable large surface (bare wall or blackboard), and put newspaper or plastic drop-sheets underneath to catch paint. In turn, each student will take a brush with paint. While listening to medieval music, make brush strokes on the paper according to their feelings about beat and rhythms of the music. Try having the students do this with their eyes closed.

The Play's the Thing: It is important that children receive direct meaning from their art work, that they derive relevance from it by using the art works they have produced. Not all art is made simply to be hung up on a wall. As part of their language arts program, the students will write and stage their medieval mystery play (again, depending on the dynamics of your own class one large play might be best, or a number of smaller groups). The large tapestries will be used for the backdrop, while the various windows and shields can be used for other elements of the set, or along the with the masks, as part of the costumes. Thus, while the focus of these particular projects has been on visual arts, a large range of subjects will have been applied or integrated into the whole unit, including music, performing arts/drama, language arts, math, design and technology, and history.