Project #5 (& #6): Crayon Batik Design
Discussion Questions:
Begin with a discussion on Indonesian and the Eastern Pacific culture. Review artwork from the Eastern Pacific.
Discuss meanings, purpose and uses for the art as defined by this culture.
Be sure to include a discussion of women and batik art. These women create art that is used in a meaningful and purposeful way using allegory that reflects their culture.
Q & A: http://aberges.tripod.com/
http://artistsonline.com/fiber/batik.htm
Activity:
In a student sketchbook have students design allegories that represent their identity as possibilities for batik. Some examples would be their childhood animal, a favorite toy, something from their room, or from a childhood memory. Have students make a list of ideas where the batiks could be used in our culture. Sketch designs of possible batiks. Create color studies using similar colors seen in eastern culture batik art. Familiarize students with wax (crayon) and ink resist processes.
Create a crayon batik design using personal reflection to represent your culture. Ink the final design using India ink. This batik will be based on your life and influences surrounding your culture. The design will have an emphasis object and a pattern for your final artwork. Example: The patterns in the background are of my bedspread/curtain design. The emphasis object is my childhood bird sitting on a branch from our favorite tree in my backyard.
Assessment: How well did the student make a connection between cultural identity and batik? Is the student successful at identifying batik art in a purposeful manner?
Materials: sketchbook, graphite, texture samples such as fabric, Crayola crayons, drawing paper, india ink, brushes, water, ruler
Project #6: Batik Product Development
Discussion Questions:
Putting students in groups, have them research batik online and through books in the media center. Students will discover uses and places batiks are made. Students will report back to the class in groups at least 5 places that batiks can be seen or used in today’s American culture as well as other unknown facts they discover. Show artwork by local batik artist such as Janet Searfoss. Class discussion about the variety of places useful art can be seen.
Activity:
Students will create a useful object from the batik they previously designed. The artwork can be formed into the item of their choice and may not be practical. The objects could be made into items such as pillows, a scarf, lantern, shirt, skirt or a blanket.
Materials: Designed and inked batik, ruler, scissors, yarn and Christmas lights
Assessment: How well did the student make a connection between cultural identity and batik? Is the student successful at identifying batik art in a purposeful manner?
Expanded Activity: Have a local female artist such as Janet Searfoss come speak to the class about her personal work creating batik art and selling her products. Have students create a list of questions ahead of time to ensure proper student engagement.
Discussion Questions:
- Who creates batik art? Why?
- What is the role of batik art in Indonesian and Javanese culture?
- How can Indonesian or Javanese culture influence my artwork?
- How can I use this alternative art process to create that reflects self-awareness?
- How do produce creative ideas using my own life?
- What is the role of batik art for women in Indonesia and Eastern Pacific culture?
Begin with a discussion on Indonesian and the Eastern Pacific culture. Review artwork from the Eastern Pacific.
Discuss meanings, purpose and uses for the art as defined by this culture.
Be sure to include a discussion of women and batik art. These women create art that is used in a meaningful and purposeful way using allegory that reflects their culture.
- Ask the students what they feel about this idea.
- Ask students if they are familiar and where have they seen this before in American culture or their personal culture. Possible Batik artists and websites to discuss: Yinka Shonibare MBE, Jonathan Evans, Beth McCoy, Alla Sviridenko, and KhengWah Yong.
Q & A: http://aberges.tripod.com/
http://artistsonline.com/fiber/batik.htm
Activity:
In a student sketchbook have students design allegories that represent their identity as possibilities for batik. Some examples would be their childhood animal, a favorite toy, something from their room, or from a childhood memory. Have students make a list of ideas where the batiks could be used in our culture. Sketch designs of possible batiks. Create color studies using similar colors seen in eastern culture batik art. Familiarize students with wax (crayon) and ink resist processes.
Create a crayon batik design using personal reflection to represent your culture. Ink the final design using India ink. This batik will be based on your life and influences surrounding your culture. The design will have an emphasis object and a pattern for your final artwork. Example: The patterns in the background are of my bedspread/curtain design. The emphasis object is my childhood bird sitting on a branch from our favorite tree in my backyard.
Assessment: How well did the student make a connection between cultural identity and batik? Is the student successful at identifying batik art in a purposeful manner?
Materials: sketchbook, graphite, texture samples such as fabric, Crayola crayons, drawing paper, india ink, brushes, water, ruler
Project #6: Batik Product Development
Discussion Questions:
- In what ways are batik artworks used?
- Where are batiks seen in Eastern art?
- How can batiks be used in our culture?
- Where do you see batik artworks today?
Putting students in groups, have them research batik online and through books in the media center. Students will discover uses and places batiks are made. Students will report back to the class in groups at least 5 places that batiks can be seen or used in today’s American culture as well as other unknown facts they discover. Show artwork by local batik artist such as Janet Searfoss. Class discussion about the variety of places useful art can be seen.
Activity:
Students will create a useful object from the batik they previously designed. The artwork can be formed into the item of their choice and may not be practical. The objects could be made into items such as pillows, a scarf, lantern, shirt, skirt or a blanket.
Materials: Designed and inked batik, ruler, scissors, yarn and Christmas lights
Assessment: How well did the student make a connection between cultural identity and batik? Is the student successful at identifying batik art in a purposeful manner?
Expanded Activity: Have a local female artist such as Janet Searfoss come speak to the class about her personal work creating batik art and selling her products. Have students create a list of questions ahead of time to ensure proper student engagement.