Beruflich Dokumente
Kultur Dokumente
Students will be learning natural ways to dye fabric while also gaining knowledge about historical
Native American fabric dyeing.
1st
6 students
9:00-10:50
N/A
2D
Cultural
Subjective
3D
Structural
4D
Postmodern
Artwork
Artist
Audience
World
LEARNING OBJECTIVES
As a result of this lesson, students will be able to:
1.
Students will correctly identify in writing each substance as an acid or base, based on its change in color, at
least 3 out of 4 times.
VA:Cr2-1 c.
2.
Orally identify a historical or contemporary dye as natural or synthetic in at least three examples.
VA:Cn11-1 a.
3.
Create a flag using dyes on a piece of 2.5 x 3 muslin, using red cabbage liquid as an indicator, and
acidic/basic substances to alter the color, using at least 2 colors.
VA:Cr1-1 b.
4.
VA:Re8-1. a.
5.
Orally identify at least three uses of visual rhythm in works by Grant Wood, Kicking Bear, and John Biggers.
Perform a dance to a song, using their flag, with a particular rhythm and mood, using at least 3 dance
moves.
VA:Cr1.1.1 a.
Native American
Artifacts
Powerpoint of
example images of natural and
synthetic dyes
Posters of Native
American textiles
Posters of Plants
used
Acid/Base scale
Printed words:
Laundry detergent, lemon juice,
baking soda, vinegar, tums, cream
of tartar, soda water
Printed vocabulary
terms
TEACHER MATERIALS
Teacher examples
Muslin squares
12x12 inches
Red Cabbage
Washing detergent
Lemon Juice
Baking Soda
Vinegar
STUDENT MATERIALS
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12
Projector
Information notes
Ball of yarn
Plastic table cloth
Apron
flowers
T-shirts
Rubber gloves?
ARTISTS IN CONTEXT
Key Artists
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12
1.
Where is rhythm in these images? Does the particular rhythm in an
artwork create a certain mood? How do the moods created by the rhythms compare to
the other artworks?
VOCABULARY AND LANGUAGE ACQUISITION
Vocabulary
Indicator- A chemical compound that changes color and structure when exposed
to certain conditions - in this case, red cabbage juice
Acid- compound having a pH of less than 7
Base- compound having a pH of more than 7
pH- scale we use to determine a substances acidity or basic quality
Dye - the liquid or powder used to color a piece of fabric permanently
Synthetic - chemicals used to make dye
Natural - substances found in nature to make dye
Rhythm - A visual tempo or beat. The principle of design that refers to a regular
repetition of elements
Language Functions
Language Demands
Language Tasks and
Activities
2.
Language Supports
Launch
Yarn Web Activity:
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12
- Teachers and students will recap on what we did last week and make connections
as they roll the ball of yarn to each other.
- Teacher will ask refresher questions such as, What did we learn last week? Can
you remember a friends story from class?
Instruction
Instruction Methods
direct instruction, hands-on
student involvement, small group
activity, group discussion
Teacher will explain that, when mixed with the indicator (red
cabbage) acids make a WARMER bright red/pink color, while bases make a
COOLER blue green color.
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12
Science Experiment
-Teachers will give students shirts or plastic aprons to wear to protect clothing,
and rubber gloves.
-Teacher will give students worksheet with names of all of the substances we will
be using for the experiment, and explain that students will be walking around to
the stations where the substances are set up. Students will use the eyedroppers
to drop a new substance into the cabbage water. After EACH station, students
will circle whether they think the substance is an acid or base. Teacher will make
sure students can see the poster below while walking around at stations:
- As a group, teacher will bring students back together as a group to place each
substances name on the pH scale.
Muslin Dyeing
- Teachers will take all students flags and dip them into the purple cabbage dye
and distribute them to the students.
- Using plastic eyedroppers, premixed solutions, and a piece of 2 x 2.5 muslin
that has been dipped in cabbage dye, students will use the acids and bases to
create color changes in the dye on their fabric. Students will be required to use at
least 2 of the color changers in their flag.
Teachers will dry the flags and staple them to a dowel rod so that
students can use them.
posters to introduce students to the artworks mentioned above, and ask students
the questions above based on those artworks. Teachers will do a word-map with
Battle of Little Bighorn by Kicking Bear, while asking students to point out
where rhythm occurs.
-Teachers will explain that rhythm is not only visual, but can be a dance
movement as well. Using the flags created, teachers will demonstrate two 4count rhythms, such as A-B-B-A, B-B-B-A. Teachers will ascribe A to one
dance move, and B to a different dance move.
Dance Choreography
- Teacher will divide students into two groups of three.
- In two groups of three, students will learn a choreographed a dance using their
flags and at the end of class, perform them so that they can be videotaped. One
teacher will help choreograph each group.
Closure
Instruction Methods
hands-on student
involvement, group discussion
Students who have trouble with reading the pH graph, or identifying an acid/base, will be partnered with
another student during the science experiment. This way, students can discuss their observations.
Enrichment and Extensions
Curious students will be encouraged to talk to their parents, in order to bring in plants from home for next
week to see if we can make dye out of them.
Activity for Early Finishers
Students who finish early can experiment with walnut dyeing, which will be set up at another small station.
1.
OBJECTIVE-DRIVEN ASSESSMENTS
Students will have identified substances on a worksheet by circling them as acids or bases, based on their changes in color.
VA:Cr2-1 c.
2.
3.
Students will have orally identified historical or contemporary dyed as natural or synthetic by looking at an example of a dye
linked with the substance used to make it. VA:Cn11-1 a.
Students will have created a dyed design on a piece of 12 x 12 inch muslin, using red cabbage liquid as an indicator, and
acidic/basic substances to alter the color. VA:Cr1-1 b.
INTERDISCIPLINARY CONNECTIONS
History, Chemistry, Dance
REFERENCES
Rose, M. Cutropia. Plant Dyes in the Native American Southwest: Hopi Pueblo and Navajo Nation, 2014.
http://www.academia.edu/7165670/Plant_Dyes_in_the_Native_American_Southwest_Hopi_Pueblo_and_Navajo_Nation
* Developed and written by (Whitney Johnson and Emily Lowman), Art Education, Illinois State University, 2015 *
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12