Pattern Textiles Teacher Notes Batik Sarong Woman’s head shawl Tent doorway hanging Batik Sarong Java, Indonesia, early 20th century Discussion questions What motifs can you see within the cloth? Look at the larger image and count the number of different repeated patterns you can find. How has colour been used on the sarong? What family of colours would you call this? What colour is the background? How is white used? Which birds or parts of birds can you see on this cloth? Can you find any claws? Find out about the stories of Garuda whose wings appear in this piece. Practical activities i) Feathers Collect together feathers (even real peacock feathers) as inspiration. Look carefully to observe the patterns within them. Experiment with creating a design based on the feathers, overlapping and repeating the motif. ii) Lace The borders of this batik imitate lace patterns. Study different pieces of lace, finding out how they were made and how the pattern is repeated. Experiment with creating rubbings and drawings from pieces of lace collected from home. Extension Activity Process The traditional process of making these intricate batik designs: The cloth is hung over a frame and the design is drawn on with hot wax. Sometimes this is done with a small vessel, other times a stamp covered in wax is used as this enables the design to be repeated lots of times. The fabric is then dyed - the waxed areas of the cloth resist the dye so stay the original colour of the fabric. After the first waxing the fabric is dipped into a dye bath whose colour is the lightest tone of those to be used. This dyes everything except the areas where the wax pattern was drawn. Wax is now applied to those parts in which want to be kept this first colour, and the entire fabric is immersed in the second dye bath whose colour is darker in tone than the first. This process is repeated until the darkest tone required in the final design has been achieved. This creates different patterns in layers of colours. After the final dyeing the wax is removed. The final lengths of cloth are known as Tulis. Traditional batik is an exciting process, but if you don’t have the equipment, you can experiment with using a range of different techniques. Scanning drawings and printing onto image transfer paper is an excellent way of creating group textile images. Cut out design and iron on to fabric. Silk painting onto silk or cotton using liners and silk dyes is an exciting way of creating pattern in textiles. Use the feather patterns designed above as the basis for designs depicted in silk paints. Create batik onto paper using wax candles to draw with and dyes to in fill the colour. Woman's head shawl (ta'jira) Tamezret, Tunisia, late 20th century AD Discussion questions Identify all the different patterns within this shawl – are they geometric, symmetrical, or more like pictures? Find all of the following: birds, tree of life/leaves, hand/s, corn, fish, crescents (also lucky). How many different coloured threads were used to make the shawl? Which colour is used the most (the dominant colour)? Which is used the least? Practical activities Stitching with wool Design your own class hanging full of symbols for good luck and protection. Each pupil has a 15 x 15cm square of black material. Divide the class so that each child has one of the following four themes to develop: Tree of life, bird, fish, hand. Each pupil uses chalk to draw a simple pattern based on their theme on to their square. The designs are then stitched with coloured wools or embroidery thread. Experiment with a range of different stitches, study how to create a range of different marks – zig zags, squares, chains, arrows etc. Sequins and mirrors can also be sewn into the pattern – mirrors were also thought to reflect the evil eye. The final squares are then sewn together using large colourful stitches by the teacher to make a large class display hanging. Extension activity Weaving Look around outside for a sturdy forked branch from a tree Make a loom from this by tying wool across, starting at the fork and winding it out to the ends between the two branches. Weave a variety of materials including wool, string, torn up fabric, grasses, raffia, plastics etc through the wool loom between the two branches, until there are no gaps left. Tent doorway hanging From Cairo, Egypt, early 20th century AD Discussion questions How many different repeating patterns can you see on these doors? What different shapes can you see? What kinds of symmetry does this pattern have? What do you think the writing might say? Why would families pass on these skills to their children? Practical activity Groupwork - a group of 4 creates a doorway Each child designs a motif on A6 paper (can be inspired by anything – flora, fauna, geometry etc). It should have a strong outline. Very carefully, the pupil pricks along the lines of the motif with a compass point, creating a template. Each group is issued with an A2 sheet – with a long ruler, they reproduce the template of the doorway design [See attached Word Document ‘activity sheet’ template at top of these notes]. Together the group decides which motif should go in each section, leaving one section – they can choose – for the text. Look carefully at the larger image of the tent doorway hanging to see which sections contain the same pattern. Each pupil then dusts over their motif in their section with charcoal to create a repeating pattern. The template is then moved along and the process repeated until the section is filled. The patterns are then coloured in – the teacher should limit the palette of the colours to either 4 colours, or a colour family. The group together chooses a message to write in the space they have left. This could be a greeting, a warning, a proverb or saying. After sketching the writing lightly in pencil, they should use a strong colour to write it in. Finally they can cut a line (from half way down to the bottom) to suggest curtains and even draw what they might see inside the tent.
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