PAPER BATIK – Traditional Indonesian Art

Students will be able to:

1. Create a paper batik;
2. Create a design based on the close-up view of a plant;
3. Use contrasting colours;
4. Demonstrate technical accomplishment and creativity; and
5. Support their ideas with evidence found in the works.

1. Have students research the origins and history of batik in various countries. Have them compare the traditional way of making batik with the process they used. Have them work cooperatively to present the information in a digital class book or slide show that includes photographs of all the batiks made by the class. Share the finished presentation with other classes in the school, or place it on a continuous loop so it can be viewed by visitors to the school. 
2. Have students make a batik on fabric using the simplified method described in the lesson on this website.
   Plants in Nature

1. Prior to the lesson download background information about batik, for example,
   Batik
   Java
2. Download some images of batik from around the world, for example,
   Indonesia
   Sri Lanka
   Ukraine
   China
3. A UNESCO video showing the techniques, symbolism and culture surrounding Indonesian batik can be found at the following link:
   UNESCO
4. Link this lesson to a study of characteristics of plants in science.

1. Show students some of the batik pictures and share a few interesting points about the art form. 
   - batik is both an art and a craft
   - a way to decorate cloth using wax and dye
   - an expressive art form that has been around for centuries
   - the art form has been found in use in the early centuries in Africa, the Middle East, and in several places in Asia
   - Java, Indonesia is most famous for its batiks
   - the word batik comes from the Javanese word 'amba', which means to write, and the Indonesian word 'titik', which means to dot or point
   - to make a batik hot wax is painted over parts of the fabric and then the fabric is dyed. The wax resists the dye so the fabric that has been waxed remains the original colour. To get another colour wax is again brushed onto the fabric and a new colour of dye is used. This process is repeated until the design is completed. Once all the colours are done the wax is removed.
2. View the UNESCO video.
3. This is the traditional process. Explain that the class is going to do a simplified, paper version of this process.
4. Introduce the challenge

1. Once all the batiks are complete display them for a group discussion. Remind students of the challenge.
   - Look closely at the batiks.
   - Choose one that interests you for some reason.
   - Share thoughts about the work.
2. During the discussion include references to:
   - contrasting colours – How does the use of contrasting colours contribute to the effectiveness of the overall design?
   - crackle effects – How do the crackle lines contribute to the effectiveness of the overall design?
   - technique – How does the simplified batik process compare with the traditional process?

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
2. Observe students as they discuss the art works – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
3. Use a checklist to track progress. (Downloads - BATIK_tracking.pdf)
4. Have students use the self-assessment form to evaluate their work. (Downloads - BATIK_self-assessment.pdf)