You are on page 1of 7

Frank Olivia Marlowe Frank Professor Kenny ARTE 595A: 8:30 MTHTH 30 May 2012 Olivias Lesson Plan

Template Title: The Art and Selected History of Tie-dyeing Grade Level: K-3

Entering Competencies: Students comprehend the lesson and the significance between the lesson and the following lesson-based procedure. Students retain the instructional information this aids them in properly demonstrating the procedure by following directions. Students make associations between the visual arts and social studies. Collaboration (between the social studies teacher and the art teacher to arrange this lesson with the appropriate social studies curriculum) will provide students with the interrelationship of education. Task Description: Students will learn about the history of tie-dyeing in the US and India. After seeing tie-dye examples from both countries, students will recognize the differences and similarities of the examples. Students will then create their own tie-dye t-shirt. Goals: Students will be able to create a tie-dye t-shirt with a basic spiral pattern. Student Learner Outcomes/Behavioral Objectives: Students will: (1) Apply dye in a specific manner to achieve a certain look (2) Use their knowledge of the procedures resources to create artwork (3) Review tie-dye imagery during presentation (4) Make the connection between art and its history in the US and India (5) Exam and evaluate their own artwork as well as other students (6) Establish links between art and history


National Standards: Content Standards are numbered below and in parentheses above (student learner outcomes/behavioral objectives are listed above.): 1. Understanding and applying media, techniques, and processes 2. Using knowledge of structures and functions 3. Choosing and evaluating a range of subject matter, symbols, and ideas 4. Understanding the visual arts in relation to history and cultures 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others 6. Making connections between visual arts and other disciplines Time: The time limit for this class lesson (with the students) will be fifty minutes; however, it will take the instructor a lengthier amount of time to prepare for the lesson due to setting up, dye mixing, and washing and drying the dyed t-shirts some of these processes occurring prior to and after class. Materials and Tools: Dye 100% clean, cotton t-shirt Rubber bands of varying size Water bottle Water Plastic trash bags Paper towels Plastic gloves Safety glasses Plastic wrap Washer and dryer Non-bleach detergent Visuals and Resources: Indian Tie-dyeing: Tie-dyeing: Expert Village Spiral Tie-Dye Video: General Dyeing Directions: Spiral/Swirl Dyeing Directions:

Frank d6b847702c67 Tulip Brand Tie-Dye Video: Vocabulary: Spiral Wedge Dye Tie-Dye Saturation Concentration

Presentation: Background presentation or review: 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. 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. Women workers grow their nails long, so they are better able to handle the cloth. Motivation: Have students and instructor bring in articles of clothing that are significant to them and/or their own tie-dyed items Discuss students items and the significances of the items Show electronic and physical examples of tie-dye clothing Demonstration or Directions: Show tie-dyeing video Demonstrate tie-dyeing Procedure: Manner in which the students will proceed: Create work space Cover work space with plastic trash bags then paper towels for protection Put on gloves and safety glasses Place all materials and tools in work space Lay t-shirt flat on work space Spray shirt with water bottle Place spiral: o Pinch fabric at the desired spiral spot with one hand

Frank o Twist fabric around spot, creating a flat spiral, using other hand Bind t-shirt with rubber bands making six wedge-looking shapes (more rubber bands may be used and more wedges may be made) Dye t-shirt o Apply dye to wedges in desired arrangement o Avoid over-saturating fabric o Lighten the color by adding water to dye Cover dyed fabric with plastic wrap to keep moist Leave the wrapped, dyed fabric alone for 6-8 hours (longer for more concentrated colors) Remove rubber bands Rinse dyed fabric in warm water until water runs clear 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) Avoid setting wet, dyed fabric anywhere Dry dyed fabric separately

Clean Up: Take the last fifteen minutes of class to clean up Instruct students to have their wrapped t-shirts ready for collection Have a student collect all the wrapped t-shirts and store in a designated area Instruct students to wipe down the water bottles and dye bottles with their paper towels Have two students collect and store the bottles in their specified areas Instruct students to dispose of their soiled paper towels and trash bags Have students remove their gloves and wash their hands Instruct students to remove their glasses and prepare for dismissal Evaluation of the Lesson: Student will receive an assessment sheet to complete; the instructor will receive the same sheet and grade the student accordingly. The assessment sheets as well as the finished tie-dyed product will help the instructor determine the students abilities and level of comprehension. Accommodations: With the discretion of the instructor, students may be allotted more time and assistance to complete their projects. More visual aids can be used to accommodate students with hearing disabilities. Instructor will discern the proper materials and tools for students with allergies. Source: Rebecca Greiner, Lesson Plan Starter: 4th-Tie-Dyed Shirts,, Warren Christian School (Warren. OH), 08.19.05


Name: Date: Student Lesson Assessment 1. What shape did you create with dye on your t-shirt? _____________________ 2. What materials and tools did you use to create your tie-dyed t-shirt? ________________________________________________________________ 3. Describe some of the tie-dye visual images that you saw before you began working on your project. ________________________________________________________________ ________________________________________________________________ 4. What two countries did we discuss in relationship to tie-dyeing? ________________________________________________________________ 5. What do you think of your own artwork? ________________________________________________________________ ________________________________________________________________ What do you think of the other students artwork? ________________________________________________________________ ________________________________________________________________ 6. In what decade did tie-dyeing become famous in the US? ______________________________________________________________________________________


Students Name: Date: Teacher Lesson Assessment 7. What shape did student create with dye on t-shirt? _______________________ 8. What materials and tools did student use to create tie-dyed t-shirt? ________________________________________________________________ 9. Describe some of the tie-dye visual images that student saw before beginning work on project. ________________________________________________________________ ________________________________________________________________ 10. What two countries were discussed in relationship to tie-dyeing? ________________________________________________________________ 11. Assess students artwork. ________________________________________________________________ ________________________________________________________________ How is the students artwork similar and different to other student work? ________________________________________________________________ ________________________________________________________________ 12. In what decade did tie-dyeing become famous in the US? ______________________________________________________________________________________



Bandhani Work