Lesson Plan Title: Batik Cloth
Length: 2 class periods (1 hour each)
Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of the
unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum materials, etc., to
get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the
concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing what you would recognize as proficient
skill/knowledge.
Day 1
Did students draw upon their real life interests to make art?
Can students brainstorm events in their lives that evoke certain feelings?
Can students squeeze a glue bottle?
Can students trace lines on fabric by squeezing a glue bottle?
Day 2
Do students know the primary colors?
Do students know the secondary colors?
Can students mix colors to get other colors?
Can students use paintbrushes?
Can students read a work of art to see what is going on in it?
Can students tell a story about what is happening in the art they made?
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role
and create a learning product about a specific topic for a certain audience. (RAFT – Role / Audience / Format / Topic)
Day 1
You are Matty from Too Much Glue. But instead of making a mess, you have to show your classmates and teachers how to control the glue. You will get a
fabric square to trace the drawing you just made in glue, then we are going to let it dry and paint over it. We will add some colors to the top and the glue will
resist the color, creating a batik.
Day 2
You are a mouse from Mouse Paint. You are going to start with the three primary colors and explore mixing them into new colors. You will get three colors:
red yellow and blue. Your job is to mix green, purple, and orange. You will then use these primary and secondary colors to paint your batik.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might
include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions,
Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content specific curriculum, etc.
Line, sequence, art techniques, art traditions, batik, color, pattern, culture
Color, primary color, secondary color, resist, story
Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only
link two or more concepts; but demonstrate why this relationship is important. Like concepts, they are timeless, transferrable and universal.
Art techniques require sequence
Cultures have art traditions
Line and color interact to create pattern
All colors are mixed from the primary colors
Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning
and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art
learning: _____ -Numeracy, Literacy, and/or Technology)
Having brainstormed real-life events, TSWBAT incorporate these real-life events into their artwork through drawing (Bloom’s: analyze, evaluate, create;
Standard: comprehend, reflect, create, transfer; GLE: 1.2, 2.1, 3.1, 4.1 (K), 1.2 , 3.1, 4.1 (1); Art Learning: ideation, historical/multicultural, reflection/transfer;
Literacy: telling stories through images, talking about art; Numeracy: selecting)
Given a glue bottle, TSWBAT trace a drawn image on fabric (Bloom’s: apply, analyze, create; Standard: create, comprehend; GLE: 3.1, 1.1 (1), 1.1, 1.2
(K); Art Learning: ideation, materials/techniques, C&EF of art; Literacy: telling stories through art; Numeracy: shapes, lines)
Given the three primary colors, TSWBAT combine them to make the three secondary colors (Bloom’s: understand; Standard: comprehend, create; GLE:
3.1 (K, 1), Art Learning: materials/techniques; Literacy: color mixing vocabulary; Numeracy: combining, ratios)
With the primary and secondary colors, TSWBAT select and apply color to their batik fabric (Bloom’s: apply; Standard: create; GLE: 3.1 (K, 1); Art
Learning: materials/techniques, ideation, C&EF; Literacy: telling stories through art; Numeracy: filling in shapes with color)
Looking at the batik quilt, TSWBAT talk about the narrative in their batik and infer about others’ batiks to tell stories about art (Bloom’s: analyze,
evaluate, create; Standard: reflect, transfer; GLE: 1.1, 1.2, 2.1, 2.2 (K), 1.1, 1.2, 2.1, 3.1 (1); Art Learning: reflection/transfer, assessment/evaluation, C&EF;
Literacy: telling stories through art, using art vocabulary to discuss art)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use
for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well as modifications for students with
physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation:
(Multiple means for students to access
content and multiple modes for
student to express understanding.)
Access (Resources and/or Process)
Use paintbrush dipped in glue if squeezing is too
hard
Students still finishing drawing can join the story
when ready
Expression (Products and/or Performance)
Focus on a smaller area on the cloth
Tell a story about your batik
Write a story about your batik
Paint with fingers or sponge instead of paintbrush
Different sizes of paintbrushes available
Extensions for depth and
complexity:
Access (Resources and/or Process)
Add more detail to your drawing
Add different types of line, polka dots, other designs
Make all different lengths and thicknesses of lines
Mix some tertiary colors
Expression (Products and/or Performance)
Tell the story about your batik
Title your batik (in glue or after the fact)
Explain the steps in batik
Name the shades of secondary colors you made (e.g.
“gecko green”)
Make a second painting in sketchbook experimenting
with color
Literacy
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.
Vocab: batik, resist, brainstorming, primary colors, secondary colors
Literacy incorporation:
● Storytime
● Telling visual stories
● Verbally brainstorming ideas for art and writing them down
● Learning a new technique and cultural art
Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.)
List all materials in a bulleted format.
Day 1
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16 white cotton fabric squares, 10x10”
16 white sheets of paper, 10x10”
16 blue and black markers
16 bottles of clear blue glue
student sketchbooks
Day 2
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acrylic paint
17 medium size brushes, and additional in other sizes
5 bowls/large cups for water to rinse brushes
6 clear plastic cups for class paint mixing demo
17 cups/palettes for individual students or 5 cups/palettes for tables to share
17 paper plates
plastic/newspaper to cover work surface
Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be
found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.
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Batik cloth
Teacher example of project
Too Much Glue by Jason Lefebvre (library)
Mouse Paint by Ellen Walsh (library)
Mouse paint worksheet (attached)
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
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Make 3 teacher examples (1 of just glue, 1 with color added, 1 finished batik with glue removed)
Cut sixteen 10x10” cotton fabric squares
Cut sixteen 10x10” sheets of white paper
Check that all bottles of glue squeeze properly
Have yellow, red, blue paint in cups on tables
Fill water bowls/cups (1/table)
Set out sketchbooks and paintbrushes
Print 17 mouse paint worksheets
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
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Keep paint and glue on the paper/fabric (off clothes, table, floor)
Action to motivate/Inquiry Questions:
Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the
lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them thinking and ready to
participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story, posing a series of
questions, role-playing, etc.
Day 1
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Day 2
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Storytime: Too Much Glue by Jason Lefebvre
Brainstorming: what do you feel like looking at this cutout? Sad? When was another time you felt sad? Why? What happened?
How about happy? When were you happy?
Is there anything coming up that makes you feel excited?
Storytime: Mouse Paint by Ellen Walsh
How many colors do you think there are in the world? Name some colors you know. Is there only one or are there other types of pink? How about
different types of green? Grass green, gecko green, the green on your shirt, etc. Look around to observe color in the classroom.
Did you know all of the colors in the world come from just three colors?
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be
visual, concrete or abstract. List and describe inquiry questions and processes you will engage students in to help them develop ideas and plans for their
artwork.
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What do you feel like looking at this cutout? Sad? When was another time you felt sad? Why? What happened?
How about happy? When were you happy?
Is there anything coming up that makes you feel excited? Thanksgiving? Christmas?
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How many colors do you think there are in the whole world?
Did you know all of those colors come from just three colors?
Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for each
activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate.
Day
1
Learning - Students will... i.e.: brainstorm to generate ideas;
describe detail to develop observation skills, etc. (Be specific
about what will be the intended result of the instruction as it
relates to learning.)
Time
8:30
Discovery Board
● Students TBD
8:35
Revisit artworks from Guess My Emotion lesson
● “What emotion was this trying to show?” Have
students remember, discuss, and practice inferring
● “Ok, so we think it’s trying to show excited. What
kinds of things make you excited? Did something
happen this week? Last month? Is something coming
up this weekend?” Teachers brainstorm and
write/draw these on the board. Maybe have kids act
out a story/dance/movement to go along with an
event.
● “We’ve talked and thought a lot about some really
interesting stories. Now that you’re thinking, here’s
a sheet of paper to draw what you’re thinking of. It
can be anything that makes you happy, scared,
excited, surprised, or other feelings.”
● “You’ll want your drawing to be made out of lines
(not colored in) and cover as much of the paper as it
can. You’ll want your drawing to be in blue or black
marker in the end, so use marker now or start with
pencil and trace over it with marker. We need to use
blue or black marker for the special activity we have
next.”
8:40
Drawing
● Teachers help students ideate and encourage them to
fill the page with lines
Students will reflect on past learning experiences and explain
discoveries they made during the lesson
Students will be reminded of some highlights and main takeaways
from last class’s activity
Students recall learning targets from last week’s lesson and
practice inferring artistic intent from visual information
Students brainstorm ideas from their lives, which causes them to
remember and select events for their personal relevance
Students envision places, people, and events in their minds and
practice visually portraying them
8:50
Storytime
● Students gather on carpet in book nook
● Teacher reads Too Much Glue by Jason Lefebvre
Students will learn that too much glue can create a really big
mess, but also that art sometimes is just messy
Students will become excited to get to be like Matty and work
with glue
9:00
Batik
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Students gather on rug; teacher lays out batik cloth
from Indonesia and talks about it (“Batik is a very
old type of art that is popular in Asia. People use it
to make fabric for clothing and house decoration.
Have you ever seen something that looks like this
before?”
“A ‘resist’ happens when something is blocking
something else.” Demonstrate with a piece of
masking tape on paper, color over with marker, then
peel off.
Students will look at a batik example and envision the process of
its making
Students will learn about art from different cultures, comparing
and contrasting with art they have seen before
We are going to use fabric and glue to make our own
batik today! Show teacher batik example
“Remember Matty in the story who had too much
glue? We have to work on controlling the glue so we
don’t have too much and can make nice, thin lines.”
9:05
Creation
● Students receive a fabric square and bottle of glue
● “Place your fabric right over top of your drawing.
You should be able to see it underneath.”
● Practice making thin lines on a blank sketchbook
page for a few minutes
9:20
Cleanup
● Glue bottles closed and on counter
Students will develop squeezing skills and practice controlling the
flow of glue by monitoring strength of grip
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Batiks on shelf to dry
Students will learn that cleanup is essential to art making
Students will engage in numeracy by sorting materials back to the
way they came
9:23
Reflection
● “Did we discover anything today?”
● “Did you all learn anything?”
● “Who can tell me what a resist is?”
● “Who can tell me what batik is?”
● “What did you draw?”
“Next time we are going to put colorful paint over the glue
and make the resist.”
Students will practice collaboration skills
Students will reflect on important learning moments from the
day’s lesson, investigating which hold more weight in terms of
relevance
Students will envision the next step in the sequence of the batik
process
Day
2
Teacher prep
● Tear out batiks from sketchbooks
● Wheel in drying rack
● Fill 3 cups with watered down primary colored paint
● Print and set out mouse paint worksheets
● Cover tables if necessary
8:30
Discovery Board
● Students TBD
● Revisit previous learning: what is batik? What is our
next step in the batik? How do you want to use color
today? Set out the Indonesian batik again as
reminder
8:35
Story time (during this time, other teacher puts dots of
Students will reflect on past learning experiences and explain
discoveries they made during the lesson
Students will be reminded of some highlights and main takeaways
from last class’s activity, including considering the next step in a
process
Students learn that red, yellow, and blue make green, purple, and
primary paint on worksheets and puts water on tables)
● Mouse Paint by Ellen Walsh
● Introduce action to motivate: you get to be a mouse
and mix your colors today!
8:40
Mouse Paint worksheet
● Put your name on worksheet with pencil
● Each student gets drop of primary paint on
worksheet
● Class works together to each make the secondary
colors (teacher works under document camera on
own worksheet)
● Option for ext: students name the types of secondary
colors they made (e.g. “gecko green”)
8:47
Color mixing demo (during this time, other teacher loads
painted worksheets to drying rack)
● Students guide teacher to make class batch of
secondary colors
● Talk about why we have to use more yellow and less
red/blue
● Start with 3 full clear plastic cups of red, blue,
yellow watered down acrylic paint
● Combine into 3 empty cups to make secondary
colors (save a little in each)
● Also make brown by combining leftover primaries
● Make tertiaries for students to use?
Explain process for today (teacher demonstrates on batik)
● Everyone will get the 6 colors, paint on fabric with a
brush or your finger
● Rinse your brush in water when switching between
colors (demonstrate)
● Share a bowl/cup of water at your table; if it gets too
dirty, carefully walk to sink, dump, and fill back up
halfway (demonstrate)
8:55
orange.
Students acquire motivation to “be” mice, working with paint and
mixing colors
Students practice mixing primary colors to achieve secondary
colors.
Students will reaffirm knowledge of color mixing in order to
“teach” the teacher
Students will learn what happens when too many colors are mixed
together
Students will learn the learning target for the day and how to
achieve it
Batik painting
● Students/tables? get palette/cups? for each color
● Students use brushes to paint watered down acrylic
on batik
9:05-9:10 (or when first student finishes)
Extension
● Finished batiks go on drying rack
● Show students option for when they are done: color
experimenting/mixing in sketchbook (student gets
paper plate with 3 primaries, they can explore
mixing and painting in sketchbook)
9:15
Cleanup
● Paint in cups poured down sink
● Cups stacked on counter
● Paper plates in trash
● Brushes rinsed (assign a student?)
● All artwork to dry on drying rack
● Wipe tables (assign students)
9:22
Reflection
● Students gather as teacher demonstrates removing
the glue from batik to show what will happen by
next class/the resist “magic”
● “Any discoveries today?”
Students will develop skills using a paintbrush and applying paint
on a surface
Students are provided with differentiation to explore color mixing
on their own; students who work slower can continue on their
batik
Students will learn that cleanup is essential to art making
Students will engage in numeracy by sorting materials back to the
way they came
Students will practice collaboration skills
Students will reflect on important learning moments from the
day’s lesson, investigating which hold more weight in terms of
relevance
Students will envision the next step in the sequence of the batik
process
Day
3
Teacher prep
● Apply glue to border pieces
● Sew batiks together
● Bring iron and ironing board
● Butcher paper
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Painting paper and masking tape, painting bowls,
brushes, paint
8:30
Discovery Board
● Arabelle: washes
● Parker: changing the plan
● Patrick: painting with two brushes; kinetic painting
8:35
Revisit batik
● Demonstrate result of resist on individual batiks
● Quilt--how it works and what the plan is
8:40
Centers
Explain all
Must work on the fabric at least once
1.
2.
3.
4.
Documentation station: students go to Jennie who
records them talking about their habitats or other
projects they want to talk about
Backing fabric--fabric crayon drawing on paper
Border fabric--2 tables --acrylic painting on fabric
Painting on paper--2 tables (paper taped to table,
brushes/paint/water on table)
9:05
Iron fabric to demonstrate crayons
9:15
Cleanup
9:20
Art show--tell your parents
Recap the semester (best parts, favorite projects, what you
learned, what you liked, remember, etc.)
Student reflective/inquiry activity
Sample questions and activities (i.e. games, deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting
about their experience as it relates to objectives, standards and grade level expectations of the lesson.)
Questions to ask during reflection:
● What did you draw?
● Did you make art about something in your life?
● Do you think other artists make art about things in their lives?
● What is batik? Explain the process of how resist works.
● What was easy about this? What was hard?
● Did you discover anything you didn’t know before?
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How many colors exist in the world?
How many colors make all the other colors?
What happens when you mix too many colors together?
Fabric swatches stitched together by 12/5 along with full reflection on class project
● What do you see in this batik? What do you think is happening? How do you know? What would you title it?
Post-Assessment (teacher-centered/objectives as questions):
Have students achieved the objectives and grade level expectations specified
in your lesson plan?
Day 1
Did students draw upon their real life interests to make art?
Did students brainstorm events in their lives that evoke certain feelings?
Were students able to squeeze a glue bottle?
Were students able to trace lines on fabric by squeezing a glue bottle?
Post-Assessment Instrument:
How well have students achieved the objectives and grade level expectations
specified in your lesson plan? Include your rubric, checklist, rating scale, etc.
Day 1
Does each student’s glue drawing tell a story/can students explain the story in
their glue drawings?
Did the student make thin lines (not blobs) with the glue?
Day 2
Was student able to mix secondary colors?
Do students know the primary colors?
Do students know the secondary colors?
Can students mix colors to get other colors?
Can students use paintbrushes?
Can students read a work of art to see what is going on in it?
Can students tell a story about what is happening in the art they made?
Can students talk about what primary and secondary colors are?
Did the student use a paintbrush? Did they use something else?
Did the student tell a story about their art?
Can the student look at a peer’s batik and guess what is going on from visual
information?
Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To
what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the
lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)
Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
8/9/14 Fahey