PLANTS IN NATURE – The Ancient Art of Batik on Fabric

Students will be able to:

• create a batik on fabric using a simplified, melted crayon process;
• create a design based on the close-up view of a plant;
• use contrasting colours;
• demonstrate technical accomplishment and creativity; 
• support their ideas with evidence found in the artworks.

Have students:

• work in small groups;
• research the origins and history of batik in various countries;
• compare the traditional way of making batik with the process they used;
• 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;
• place it on a continuous loop so it can be viewed by visitors to the school. 

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.
5. Provide time for students to select a plant to work with.
   - Ask them to make several sketches from observation, to photograph close-ups, or to download an image from the internet.
   - Explain that they will use this image as the source for their batik design.

1. View and discuss some of the batik pictures and share a few interesting points about the artform. 
   - batik is both an art and a craft
   - a way to decorate cloth using wax and dye
   - an expressive artform that has been around for centuries
   - the artform 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 
   - 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 and discuss the UNESCO video.
3. This is the traditional process. Explain that the class is going to do a simplified 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 their batiks – speaks with a clear voice, looks at audience while speaking, points to areas on the batik, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
4. Use a checklist to track progress. (Downloads - Batik_tracking.pdf)
5. Have students use the self-assessment form to evaluate their work. (Downloads - Batik_self-assessment.pdf)