Spring Batik Art
Ashley Stroud
Lesson Description
(Describe in a brief paragraph what the lesson
entails.)
Students will discuss the signs of Spring,
identifying them as living or nonliving. Then, they
will use a wax resist technique to create artwork
including those elements in their work.
ESSENTIAL QUESTION(S) (These are the open-ended deepening questions that guide instruction in
this particular lesson. Consider 21st Century Skills and higher order thinking skills in Bloom’s Taxonomy.)
● How do you know the seasons are changing?
● How do you know if something is living or nonliving?
● How can artwork be used to teach?
STANDARDS
Curriculum Standards (Spell out the complete
standard, not just the code.)
● SKL1. Obtain, evaluate, and communicate
information about how organisms (alive
and not alive) and non-living objects are
grouped.
● ELAGSEKW8: With guidance and support
from adults, recall information from
experiences or gather information from
provided sources to answer a question.
Writing Task Standards:
● ELAGSEKW2: Use a combination of
drawing, dictating, and writing to compose
informative/explanatory texts in which they
name what they are writing about and
supply some information about the topic.
● ELAGSEKW1: Use a combination of
drawing, dictating, and writing to compose
opinion pieces in which they tell a reader
the topic or the name of the book they are
“writing” about and state an opinion or
preference about the topic or book (e.g.,
My favorite book is…).
KEY VOCABULARY
Content Vocabulary (bulleted list of content
specific vocabulary words)
Kindergarten
Marshpoint Elementary
Learning Targets
(Consider Bloom’s Taxonomy higher order thinking
skills when creating these “I Can” statements.)
I can identify living and nonliving things.
I can identify the signs of Spring
I can identify warm and cool colors.
I can create artwork depicting a specific time of
year.
Arts Standards (Spell out the complete standard,
not just the code. Refer to GA DOE Fine Arts
Standards.)
● VAKPR.2 Understands and applies media,
techniques, and processes of two-
dimensional works of art (e.g., drawing,
painting, printmaking, mixed media) using
tools and materials in a safe and
appropriate manner to develop skills.
● VAKAR.1 Discusses his or her own
artwork and the artwork of others.
● VAKC.1 Applies information from other
disciplines to enhance the understanding
and production of artworks.
Arts Vocabulary (bulleted list of words, refer to
ArtsNOW Vocab sheets)
Spring Batik Art Kindergarten
Ashley Stroud Marshpoint Elementary

● Spring/Seasons ● Line
● Living ● Color
● Nonliving ● Subject Matter
● Bloom/Flower ● Foreground
● Background

ASSESSMENTS

Formative (bulleted list of strategies for Summative (finished product from the project,
formatively assessing students throughout lesson) rubric or specific writing task/assignment)

● Student responses as we collaborate to ● Student work: Subject matter should

identify signs of Spring. reflect “signs of Spring” and color choices
● Students’ responses to identify things as should reflect an understanding of color.
living or nonliving.
● Student responses during our review of
the art technique.

MATERIALS (include bulleted list of all materials needed, including websites, vendors, quantities)

● Book: and then it’s spring by Julie Fogliano

● Bateek-O paper
● Watercolor paper
● Tape to secure papers together
● Pencil
● Paint brush
● Tempera Cake Paints and water

Activating Strategy (5- 10 min)

Picture walk of the book “and then it’s spring.”

Ask: What do you think this book will be about based on the title?
What is the character doing in this story?
How do you think the character feels?
What is the character wearing (beginning and end)?

Main Activity (bulleted list of one step directions for lesson)

 Read “And then it’s spring.”

 Discuss the signs of Spring seen in the book.
 Determine whether those things are living or nonliving.
 Explain that students will be creating a piece of art and the subject matter will be focused
around the signs of spring.
 Show an image of Batik fabric to review the technique with students.
 Discuss pressure, line thickness, and color.
 Demonstrate the process via document camera.
Spring Batik Art Kindergarten
Ashley Stroud Marshpoint Elementary

 Students will be given their Bateek-O paper taped on top of a piece of watercolor paper.
 Students will draw their picture and then paint to reveal the lines.

REFLECTION

Reflection Questions (Include a bulleted list of open-ended reflection questions that you will ask
students to respond to, either through class discussion or written activity. This reflection should help
students synthesize their understanding of how the arts helped them understand the concept being
taught.)

DIFFERENTIATION (Describe how the main activity could be differentiated for the different sub-groups,
include bulleted lists of modified steps.)
BELOW GRADE LEVEL:
● Provide stencils to guide their lines.

ABOVE GRADE LEVEL:

● Allow them to attempt a second coat of wax and paint after the first has dried.
● Extension of the writing activity: Informational writing about Spring.