Tie-dye And Batik 2r683q

Olivia D. Marlowe ARTE 541 Dr. Susan Slavik Title:

Tie-dye and Batik

Grade or Age Level: 6th-8th (can be modified for grades 9-12) Task Description:

The student will create his/her own tie-dyed fabrics with batik embellishments.

Curriculum Connections:

Students will learn about the history of tie-dyeing in the US and India.

Goals:

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Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art. (Obj. 3) (Exp. Out. 4) Standard 2: The student will use composition and the elements and principles of design to communicate ideas. (Obj. 4) (Exp. Out. 1) Standard 3: The student will examine the content of works of visual art and use elements from them in creating his or her own works. (Obj. 5) (Exp. Out. 2 and 3) Standard 4: The student will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials used by artists. (Obj. 1) Standard 6: The student will make connections between the visual arts and other arts disciplines, other content areas, and the world. (Obj. 2)

Visual Arts Curriculum Standards: I. Creating Works of Visual Art Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art. Indicators VA6-1.1 Identify the materials, techniques, and processes used in a variety of artworks. (Obj. 3) (Exp. Out. 4) II. Using Structures and Functions

2 Standard 2: The student will use composition and the elements and principles of design to communicate ideas. Indicators VA6-2.3 Select elements and principles of design to create artworks with a personal meaning. (Obj. 4) (Exp. Out. 1) III. Exploring Content Standard 3: The student will examine the content of works of visual art and use elements from them in creating his or her own works. Indicators VA6-3.1 Identify and describe the content in works of visual art. (Obj. 5) (Exp. Out. 2 and 3) IV. History and Culture Standard 4: The student will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials used by artists. Indicators VA6-4.1 Identify artworks from various cultures and recognize ways in which those works were influenced by man-made and natural factors. (Obj. 1) V. Making Connections Standard 6: The student will make connections between the visual arts and other arts disciplines, other content areas, and the world. Indicators VA6-6.1 Analyze the similarities and differences between the visual arts and other arts disciplines. (Obj. 2) Objectives: The student will be able to: 1. Identify the connection between art and its history in the US and India. (VA6-4.1) Assessment: Discussion

3 2. Analyze the connections between art and history. (VA6-6.1) Assessment: Discussion 3. Recognize and identify his/her knowledge of the procedure’s resources to create artwork. (VA6-1.1) Assessment: Rubric 4. Apply dye using the elements and principles of design to achieve a certain look. (VA6-2.3) Assessment: Rubric 5. Examine and evaluate his/her own artwork as well as other students. (VA6-3.1) Assessment: Discussion Expressive Outcomes: The student will be: 1. Creating his/her own pieces of artwork using the elements and principles of design, batik and tie-dyeing techniques and different embellishment methods. (VA6-2.3) Assessment: Rubric 2. Evaluating and examining his/her own pieces of artwork (as well as other students’ work) based on prior given instruction and expectations. (VA6-3.1) Assessment: Discussion 3. Analyzing and discussing his/her own pieces of artwork (as well as other students’ work) based on learned techniques. (VA6-3.1) Assessment: Discussion 4. Applying his/her learned knowledge by using different processes to decorate fabric. (VA6-1.1) Assessment: Rubric Time:

The time limit for this class lesson will be seven 180-minute class periods.

Materials and Tools:  Blow-dryers  Clothing irons  Electrical outlets  Extension cords (optional)  Fabric crayons/pastels  Fabric markers  Fabric paint  Gum erasers  Hot pans  Laptop computer  Newsprint  Paintbrushes  Paper towels  Pencils  Pens  Plastic cups  Plastic gloves

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Plastic trash bags/tablecloths Plastic wrap/bags Pre-washed, 100% cotton, white bandanas and sarongs Pre-washed, 100% silk, white scarf Projector Procion Dyes Rice paper Rubber bands of varying size Safety glasses (optional) Scissors (fabric and regular kinds) Soda Ash Spoons Spray bottles Tjanting tools Washer and dryer—unless you have access to a sink and an outdoor drying area Water Wax Xacto knives

Books: Anderson, F. (1974) Tie-dyeing and Batik. London, England: Octopus Books Limited. (pp. 96-97) Innes, Miranda. (1996) Fabric Painting. New York, NY: DK, Publishing, Inc. (pp. 52-55) Segal, Jo Ahern. Dye-craft: A Guide to the Ancient and Contemporary Skills of Solid-dye, Tie-dye, Fold-dye, Block-dye, Pour-on Dye, and Batik. Indianapolis, IN: RIT Consumer Service Department/Best Foods Division C International Inc. (pp. 7) Resources (see PowerPoint Presentation): Map of the United States Map of India World map Visuals: Posters with fabric samples that demonstrate different batik and/or tie-dyeing techniques Loose fabric samples that demonstrate different batik and/or tiedyeing techniques Websites: Accordion Folding: http://tie-dyewiki.com/wikinew/index.php?title=Accordion

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Vocabulary:

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Diamond Folding: http://tie-dyewiki.com/wikinew/index.php?title=Diamond_ Fold Heart Folding: http://www.ehow.com/how_6934138_tie-dye-heart-t_shirt.html Indian Tie-dyeing: http://www.britannica.com/EBchecked/topic/51570/bandhaniwork Rosette Knotting: http://www.ehow.com/how_13973_make-rosette-knot.html Scrunch Folding: http://tie-dyewiki.com/wikinew/index.php?title=Scrunch_or_ Chaos Spiral/Swirl Dyeing Directions: http://www.ilovetocreate.com/techniquesteps.aspx?t=5f0219e9b91d-48d3-8c1e-d6b847702c67 Tie-dyeing: http://www.britannica.com/EBchecked/topic/595199/tie-dyeing

Accordion Bandhani Work Concentration Dye Elements of Design Principles of Design Rosette Saturation Scrunch Spiral Tie-Dye Wedge

Background and/or Instructional Context:  Tie-dyeing is a way to hand-dye fabric by gathering the fabric in sections, rubber banding the sections, and then saturating the sections with dye; this general process is commonly done in the US.  Tie-dye was a product of the 1960s in the US; in a sense, it was a symbol of a physical manifestation of an adverse cultural ideology.  Instructions for washing/drying fabric at home: wash dyed fabric separately with hottest water and on largest load setting with only a small amount of non-bleach laundry detergent (continue to wash dyed fabric separately for its first few washes). Dry dyed fabric

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Procedures:

separately. In India, tie-dyeing, knot dyeing or “bandhani work” is a process where cloths are tied with wax thread prior to dipping the cloths in a vat of dye; after dyeing, the threads are untied with the “protected” parts left untouched. The earliest “bandhani work” is from the 1700s; no examples of work pre-date this time period. “Bandhani work” is a more complicated process of dyeing because it involves intricate methods of folding, tying, and dyeing the cloths. Batik: a method of fabric dyeing that uses wax to resist the dye. -Example: Before we tie-dye our fabric, we will gently pour hot wax onto our fabric. After the wax has dried, we will then dye and/or tie-dye our fabric. After we have let our dyed fabric soak, and we have washed and dried the fabric, we will use our clothing irons to iron away the wax. The fabric, where the wax was, will not be dyed! Additional fabric embellishment ideas: painting, stamping, and potato printing Part I: Overview of the Lesson: To begin, while the fabric is soaking in diluted soda ash water, the teacher will present the PowerPoint presentation—a discussion will follow. While the soaked fabric is drying, the instructor will give a visual demonstration of different ways to batik and fold the fabric—another discussion will follow. Once the fabric is dry, the student will batik and fold his/her own fabric. After the fabric has been left to soak then been rinsed and dried, the student may further embellish his/her own fabric, which the teacher will demonstrate prior. Upon completion of the project, the student will be graded based on his/her finished product and how it relates to the rubric. Teacher Preparation: While the majority of the procedures will be completed with the aid of the students in the classroom, the teacher should secure audiovisual equipment prior to the beginning of class. Also, the teacher should have completed and brought visual aids, i.e. books, maps, posters, presentation material, samples, etc. The teacher should also make sure that the appropriate equipment, requiring time to heat up, has been turned on for use. Motivation: The teacher will focus the attention of the student and activate the student’s interest by having the student bring in personal items that

7 have been tie-dyed and/or embellished with batik techniques prior to this class. The student will share the significance of his/her personal object. The teacher may also bring in personal items to share with the class as well. The teacher will encourage the student to study his/her own object(s) in order to analyze the procedure that was done to accomplish the displayed, specific look. Part II: Criteria for Grading: There will be three discussions in class—the first discussion will cover selected aspects of art and history (after viewing the PowerPoint presentation), the second discussion will cover the personal items that the student brought to class (after viewing the visual batik/folding demonstrations), and the third discussion will cover the aspect of critiquing/evaluating the student’s work (after the project is finished). The teacher will utilize the attached rubric to assess the student’s finished product. Part III: Steps: The student will: 1. Create workspace. 2. Cover workspace with plastic trash bags/tablecloth then paper towel/newsprint for protection. 3. Put on gloves and safety glasses (optional). 4. Place all materials and tools in workspace. 5. Lay fabric flat on workspace. 6. Use tjanting tools to batik fabric. 7. Fill spray bottle with water. 8. Spray shirt with spray bottle. 9. Place desired fold technique. 10. Bind fabric with rubber bands making wedge-looking shapes or folds (more rubber bands may be used and more wedges may be made). 11. Dye fabric by applying dye to wedges/folds in desired arrangement; avoid over-saturating fabric; lighten the color by adding water to dye. 12. Cover dyed fabric with plastic wrap/bag to keep moist. 13. Leave the wrapped, dyed fabric alone for 6-8 hours (longer for more concentrated colors). 14. Remove rubber bands (avoid setting wet, dyed fabric anywhere). 15. Rinse dyed fabric in warm water until water runs clear. 16. Dry dyed fabric. 17. Remove wax from fabric by ironing fabric that is covered on

8 both sides by newsprint. 18. Embellish fabric further. 19. Allow fabric to dry again. 20. Clean up. Activity:

While doing batik and dyeing/tie-dyeing fabric, the student should be especially cautious when using the clothing iron, hot pan and any other tools/materials that could be potentially dangerous. The student should use all of his/her tools in a safe and responsible way.

Clean-up: 1. Take the last fifteen minutes of class to clean up. 2. Have a student unplug the clothing irons, hot pan, and blow dryer; student may store these articles once they have cooled. 3. Instruct students to have their wrapped fabric ready for collection. 4. Have a student collect all the wrapped fabric and store in a designated area. 5. Instruct students to wipe down the spray bottles and dye bottles with their paper towels. 6. Have two students collect and store the bottles in their specified areas. 7. Instruct students to dispose of their soiled paper towels and trash bags. 8. Have students remove their gloves and wash their hands. 9. Instruct students to prepare for dismissal. Evaluation:

The teacher will use a criterion-based rubric to evaluate the student’s successful completion of the project.

Accommodations:

With the discretion of the teacher, students may be allotted more time and assistance to complete their projects. More visual aids can be used to accommodate students with hearing disabilities. The teacher will discern the proper materials and tools for students with allergies.

Extensions:

This lesson relates art and the history of art to social studies. In the future, it might be helpful to discuss methods of fabric dyeing in other areas of the world.

Source:

Rebecca Greiner, “Lesson Plan Starter: 4th-Tie-Dyed Shirts” “http://www.artsonia.com/teachers/lessonplans/plan.asp?id=907, Warren Christian School (Warren. OH), 08.19.05