Unit :_Multiculturalism__ Grade Level:_High School_

Enduring Idea (Big Idea, Theme): The students will learn a new way to create designs and use
non-traditional materials and make a functional scarf while also learning about dyeing techniques
that are found and practiced in Africa.

Student Prior Knowledge: They may have never used any dyeing technique, so it is important
to review safety and give specific instruction, so they don’t get lost or hurt themselves.

Teaching Methods: I will model each step in the process and give a presentation with step by
step instructions.

SOL# + OBJECTIVES CONCEPTS EVALUATION

Formative
Nontraditional and traditional assessment
AII.4 The student will use
materials are artistic choices that
traditional and nontraditional
relate to a piece of work.
media and concepts as inspiration
to create works of art.
Sketches are essential to planning
AII.10 The student will use out an art piece before starting to
drawing media and processes to make it.
plan for and create works of art.

AII.13 The student will examine Cultural factors contribute to

and discuss social, political, chosen designs found in art pieces.
economic, and cultural factors that
influence works of art and design.

AII.14 The student will describe Material is important to help

traditional and nontraditional portray the point or purpose of an
media and subject matter in works art piece.
of art in relation to historical and
contemporary meaning.

AII.21 The student will use art It is important to criticize other art
 criticism skills when analyzing, pieces in a professional and
interpreting, and evaluating appropriate manner and
personal and professional works of understand the diction necessary to
art and design. do this.

AII. 23 The student will Reflecting on and analyzing each

demonstrate the ability to reflect other’s work to create a personal
on and analyze personal response response to each piece and give
to works of art and design. feedback to the artist.

WHII.1 The student will

demonstrate skills for historical The African culture and invention
thinking, geographical analysis, of adire or tie dyeing is understood
economic decision making, and as a major event in history that has
responsible citizenship by influenced many other art forms to
a) synthesizing become the one we recognize
evidence from today.
artifacts and primary
and secondary
sources to obtain
information about
events and life in
world history;
f) explaining how
indirect cause-and-
effect relationships
impacted people,
places, and events in
world history.

Cultural exemplar: Safety Issues:

Lesson 1:
https://artsandculture.google.com/exhibit/NQJysVP8AxQtIw Hot wax, Embroidery needles
http://www.vam.ac.uk/content/articles/a/adire-indigo-resist-dyed-cloth-from-yorubaland-nigeria/
https://indigoarts.com/yoruba-indigo-resist-dye-adire-eleko-cloth-1 (Gasali Adeyemo)
http://www.mendocinoartcenter.org/Summer17/Adeyemo.html (Gasali Adeyemo)

Lesson 2:
https://www.theartofed.com/2016/06/13/step-step-guide-tie-dye-classroom/

SCOPE AND SEQUENCE OF EXPERIENCES: LESSON 1, LESSON 2, AND SO

FORTH

LESSON TEACHER STUDENT EVALUATION

PROCEDURES PROCEDURES

1 Warm Up Warm Up Formative

Project Introduction
Modelling
Presentation and Cultural
Exemplar
Class time to work
Listen to Instruction
Take notes on Modelling
Take notes
Work in class

1 Finish project in class Work in class

time
Introduce next project:
Contemporary Tye
Dyeing
Critique scarves
Take notes on new project
Participate in class
discussion

2 Contemporary Tye Dye Take notes in class

Lecture
Give materials Take notes
Safety
In class work Work on the project in
time/modelling class

2 Wash shirts
Feedback about project Discussion
Compare Traditional Group discussion and
African Dyeing Class discussion
techniques and
Contemporary techniques
Small Critique on Critique
Contemporary Tye Dye
T-shirts

N/A N/A N/A N/A

Final Product or Products Rubrics:
(2 or more lessons)
Lesson One:

Lesson Title: Contemporary Tie Dye

Grade Level(s): Art I and II

Enduring Idea or Big Idea: Students will create a tie-dye shirt using contemporary techniques
and compare differences and similarities between contemporary tie-dye and African resist “tie-
dye”

Student Prior Knowledge: Some students may have already made a tie-dye shirt. A basic
understanding of color theory.

Teaching Methods: Collaboration with classroom discussion.

OBJECTIVES ESSENTIAL CONCEPTS

 AI.3 The student will communicate ideas
in works of art by identifying and using
steps of an artistic process, including
selecting media and incorporating elements
of art and principles of design
It is important to think through the process of
creating artwork and take in consideration the
elements of art.

AI.4 The student will describe and While creating artwork, it’s essential to
demonstrate craftsmanship (artisanship) in understand the importance of craftsmanship in
works of art. art.

AI.6 The student will use a variety of Using a variety of media allows to explore
traditional and contemporary media (e.g., different art styles
two-dimensional, three-dimensional,
multidimensional) to create works of art.

AI.16 The student will evaluate how Relating artwork to cultures allows a better
social, cultural, and historical context understanding of said culture
contribute to meaning in
works of art and design.

AII.5 The student will use contemporary Using tools and media that is contemporary
media, tools, and processes to create works allows you to stay up to date
of art.

AII.14 The student will describe traditional Connecting traditional art and non traditional
and nontraditional media and subject artwork to historical meaning allows a deeper
matter in works of art in relation to understanding.
historical and contemporary meaning

AII.21
The student will use constructive critical Having discussions about your work with other
approaches to critique (formative, peer-to- artists allows you to take advice to better your
peer, self-reflective, summative). work.

Visuals: Teacher example of tie-dye shirts

Supplies, equipment and safety: 100% cotton shirts, sodium ash, shirt dye, rubber bands, zip
lock bags, bucket to catch dye, squirt bottles.
 TEACHING PROCEDURE AND ASSESSMENT
TIME TEACHER PROCEDURE STUDENT PROCEDURE ASSESSMENT

The teacher will give a lecture Students will take notes on the Teacher will
10 min on contemporary tie-dying history of contemporary tie-dye walk around the
using a powerpoint presentation classroom,
explaining the cultural asking questions
relevance. to the students,
5 min Students will soak their shirts helping them if
Pass out white t-shirts to in water and ring it out they need
students and have them soak the assistance and
shirts in water observing if
15 min Students will pick from the two they are all
patterns and rubber band the participating and
Demonstrate the two patterns shirts in the proper shape following
students will choose from: directions and
Spiral and v-shape accordion. working
15 min Students will soak shirts in together in an
soda ash appropriate
Have students soak their tied manner.
shirts in warm soda ash water (Formative
Assessment)
5 min Teacher will briefly review
color wheel and present dye The students will pick 2-3
options colors to use to tie-dye their
shirts keeping in mind color
theory elements.
15 min Teacher will help students Analogous colors
apply color to shirts
Students will apply color to
shirts and then set them on the
The shirts will set for 1-3 days rack to dry.
Final Product Rubrics: Final product rubrics will include process (did students follow the
steps) design (composition, art elements and design principles), craft (well executed and/or
constructed) and participation (how well they worked as a group).

Process Did each group member have a say in at least one element of the design?

Design Did they create a piece in relation to their knowledge of art elements, keeping
in mind the difficulty of this process? Did they do something easy because it
seemed too hard? Or, did they push themselves and try something difficult?

Craft Does the design flow? Is there a random break in the composition? Was it well
throughout and executed or does it look like five different projects?

Participatio Did the student’s participate in creating the work?

n

Extenders:
Students will have the option to tie dye socks or bandannas.