Tie-Dye

Collagraphs

Tie-dye Collagraph Painting Lesson Plan

Grades K-2
By Chavy Broyde
 UNIT OF STUDY: Painting
NAME OF LESSON: Tie-dye Painting
GRADE: K-2
VOCABULARY: Tie-dye, color, collagraph, printmaking
DESIGN ELEMENTS: Line, Shape, Form,
Color, Texture, Value
DESIGN PRINCIPLES: Pattern, Balance, Unity, Rhythm, Movement
ED
NATIONAL STANDARDS FOR VISUAL ART UC COMMON CORE STANDARDS: SPEAKING AND LISTENING: Comprehension and
Content Standard #1: Understanding and applying media, AT Collaboration: CCSS.ELA- Literacy.SL.K.1- Participate in collaborative conversations
techniques, and processes IO with diverse partners about kindergarten topics and texts with peers and adults in
Content Standard #2: Using knowledge of structures and functions NA small and larger groups. Presentation of Knowledge and Ideas: CCSS.ELA-
Literacy.SL.K.5-Add drawings or other visual displays to descriptions as
Content Standard #3: Choosing and evaluating a range of subject LS desired to provide additional detail. Presentation of Knowledge and
matter, symbols, and ideas TA Ideas: CCSS.ELA- Literacy.SL.1.5-Add drawings or other visual displays
Content Standard #4: Understanding the visual arts in relation to history N DA to descriptions when appropriate to clarify ideas, thoughts, and
and cultures feelings. Presentation of Knowledge and Ideas: CCSS.ELA-
Content Standard #5: Reflecting upon and assessing the characteristics and merits RD Literacy. SL.2.5 - add drawings or other visual displays to
of their work and the work of others S stories or recounts of experiences when appropriate to
Content Standard #6: Making connections between visual arts and other disciplines clarify ideas, thoughts, and feelings.

TEACHING POINT: How do we create a tie-dye art and a collagraph print?

OBJECTIVE: STUDENTS WILL KNOW, UNDERSTAND AND BE ABLE TO: analyze tie-dye art, identify and blend colors, explore
placement of color in space, create a collagraph printing plate, become aware of variations of media, techniques, and pro-
cesses used to manipulate color in art, and reflect on, interpret and evaluate their works of art.

PREPARATION: Roll tie-dye paper horizontally and wrap rubber bands Materials:
PREP

to separate into sections. • Diffusing paper

• Paint pippets
• Liquid watercolors
SESSION 1: Introduce tie-dye art. ESSENTIAL QUESTION: How does the tie-dye process work? • Rubber bands
INFO

KEY CRITERIA: Tie-dye, collagraph, printmaking. Set goals and discuss rubric based on standards. • Tag paper
• Pencils
• Scissors
DEMO/ACTIVITY/PERFORMANCE TASK QUESTIONS

Can you define the tie-dye process? • Glue

Describe the colors that blended. • Block printing ink
Compare two of the class artist’s works.
• Brayers
How did the differences in their techniques yield other effects?
• Trays
SESSION 2: Demonstrate how to use paint pippets: dip pippet into liquid watercolors and • Cardboard
squeeze to fill up the tube. Squeeze paint pippet over an area on the diffusing paper. Use several
colors randomly or in a specific order. Watch how the colors blend into each other. Fill the entire
piece of rolled up diffusing paper with color. Be careful not to soak the paper. Do not over mix
colors in order to avoid the colors becoming muddy. Allow to dry overnight. Unroll when fully dry
and put under several books in order to flatten. Fill out self-assessment.
SESSION 3: Define collagraph. Students will create collagraph printing plate with tag paper.
Encourage students to create silhouette designs out of tag paper so they can be
recognizable shapes when printed. Cut out shapes and glue onto a piece of cardboard.
Self-assessment.
SESSION 4: Demonstrate how to use block printing ink and brayer. Students can roll ink onto
printing plate and print image onto diffusing paper. Allow to dry. Fill out self-assessment.

SUMMARY AND ASSESSMENT: How do we create a tie-dye art and a collagraph print?
Describe the colors and how they blend in your painting. Did students demonstrate an under-
standing of tie-dye painting techniques? Did students create collagraph prints?
DIFFERENTIATION: HIGH: Dispense color systematically. Colors are separate but blend where
they meet. Tag paper design is a clear silhouette shape. MEDIUM: Colors are mixed but blend in
some areas. Tag paper design is somewhat of a silhouette shape. LOW: Colors are completely
mixed. Tag paper design consists of general shapes.
Class: Date: Session 1: Session 2: Session 3 Session 4: Session 5: Session 6: Session 7:
PLANNING
SESSION
Paint pippets with liquid watercolors Add color

Create collagraph with cardstock (tag) paper Apply block printing ink with brayer

Flip collagraph plate onto diffusing paper Print onto tie-dyed diffusing paper
 VISUAL ARTS UNIT GOALS (GR. 1-2)

Unit: How do we create a tie-dye art and a collagraph print?

Name: ______________________________________________________________

Date: ____________________________________ Class: _______________

Set two learning goals for yourself for the upcoming unit:

1. I will learn ____________________________________________________________________

2. I will learn ____________________________________________________________________

STUDENT TEACHER
4 3 2 1 Rubric Goals 4 3 2 1
BEGINNING

Did I distribute paint nicely onto the diffusing paper?

Do my colors blend well?

STUDENT TEACHER
4 3 2 1 Rubric Goals 4 3 2 1
MIDDLE

Did I create a silhouette design out of tag paper?

Did I cut neatly and evenly?

STUDENT TEACHER
4 3 2 1 Rubric Goals 4 3 2 1

Did I roll ink neatly onto the printing plate?
END

Did my design print clearly onto the diffusing paper?

Did I create a unique and interesting tie-dye and printing
design?

SCORING RUBRIC:
4= I did it many times
3= I did it most of the time
2= I did it sometimes
1= I did it a few times or not at all
 UNIT OF STUDY: Painting
NAME OF LESSON: Tie-dye Painting
GRADE: K-2
VOCABULARY: Tie-dye, color, collagraph, printmaking
DESIGN ELEMENTS: Line, Shape, Form,
Color, Texture, Value
DESIGN PRINCIPLES: Pattern, Balance, Unity, Rhythm, Movement
ED
NATIONAL STANDARDS FOR VISUAL ART UC GRADE 2 BENCHMARK FOR NYC BLUEPRINT FOR TEACHING
Content Standard #1: Understanding and applying media, AT AND LEARNING IN THE ARTS:
techniques, and processes IO
Content Standard #2: Using knowledge of structures and functions NA Collage: placement of shapes, color, pre-cut and torn paper, composition, textured
Content Standard #3: Choosing and evaluating a range of subject LS
materials, layering.
matter, symbols, and ideas TA Drawing: experimentation with various drawing tools such as oil pastels,
Content Standard #4: Understanding the visual arts in relation to history N DA
pencils, colored pencils, crayons
and cultures Painting: control of media and paint brushes, organization of space
Content Standard #5: Reflecting upon and assessing the characteristics and merits RD Developing Visual Arts vocabulary
of their work and the work of others S Reading and writing about art
Content Standard #6: Making connections between visual arts and other disciplines

TEACHING POINT: How do we create a tie-dye art and a collagraph print?

OBJECTIVE: STUDENTS WILL KNOW, UNDERSTAND AND BE ABLE TO: analyze tie-dye art, identify and blend colors, explore
placement of color in space, create a collagraph printing plate, become aware of variations of media, techniques, and pro-
cesses used to manipulate color in art, and reflect on, interpret and evaluate their works of art.

PREPARATION: Roll tie-dye paper horizontally and wrap rubber bands Materials:
PREP

to separate into sections. • Diffusing paper

• Paint pippets
• Liquid watercolors
SESSION 1: Introduce tie-dye art. ESSENTIAL QUESTION: How does the tie-dye process work? • Rubber bands
INFO

KEY CRITERIA: Tie-dye, collagraph, printmaking. Set goals and discuss rubric based on standards. • Tag paper
• Pencils
• Scissors
DEMO/ACTIVITY/PERFORMANCE TASK QUESTIONS

Can you define the tie-dye process? • Glue

Describe the colors that blended. • Block printing ink
Compare two of the class artist’s works.
• Brayers
How did the differences in their techniques yield other effects?
• Trays
SESSION 2: Demonstrate how to use paint pippets: dip pippet into liquid watercolors and • Cardboard
squeeze to fill up the tube. Squeeze paint pippet over an area on the diffusing paper. Use several
colors randomly or in a specific order. Watch how the colors blend into each other. Fill the entire
piece of rolled up diffusing paper with color. Be careful not to soak the paper. Do not over mix
colors in order to avoid the colors becoming muddy. Allow to dry overnight. Unroll when fully dry
and put under several books in order to flatten. Fill out self-assessment.
SESSION 3: Define collagraph. Students will create collagraph printing plate with tag paper.
Encourage students to create silhouette designs out of tag paper so they can be
recognizable shapes when printed. Cut out shapes and glue onto a piece of cardboard.
Self-assessment.
SESSION 4: Demonstrate how to use block printing ink and brayer. Students can roll ink onto
printing plate and print image onto diffusing paper. Allow to dry. Fill out self-assessment.

SUMMARY AND ASSESSMENT: How do we create a tie-dye art and a collagraph print?
Describe the colors and how they blend in your painting. Did students demonstrate an under-
standing of tie-dye painting techniques? Did students create collagraph prints?
DIFFERENTIATION: HIGH: Dispense color systematically. Colors are separate but blend where
they meet. Tag paper design is a clear silhouette shape. MEDIUM: Colors are mixed but blend in
some areas. Tag paper design is somewhat of a silhouette shape. LOW: Colors are completely
mixed. Tag paper design consists of general shapes.
Class: Date: Session 1: Session 2: Session 3 Session 4: Session 5: Session 6: Session 7:
PLANNING
SESSION
 process of tying and dyeing a piece of
fabric; add a color to or change
Tie-Dye

the color of something with dye

Printmaking

the process of creating a print or a

copy of a design onto a piece of paper
using ink and a brayer
 a form of printmaking in which
Collagraph

materials are glued to a piece of

cardboard and then printed