Section B is centred on the development of unit and lesson plan writing. It contains a unit plan, five corresponding lesson plans, instructional objectives, teaching strategies, instructional scaffolding and task analysis. The first entry is a unit plan, which is essentially the blueprint of an intended collection of lessons. It is important because it synthesizes concepts and teaching strategies and guides teachers in finding the most effective way to construct their lesson plan. Unit plans have assisted me in setting clear objectives when writing lesson plans.
SCHOOL OF EDUCATION
UNIVERSITY OF THE WEST INDIES, ST AUGUSTINE
VISUAL ARTS
UNIT PLAN
NAME: Corneilia Ince
CLASS: Form TBA
CURRICULUM/ SYLLABUS DOCUMENT: Guidelines for Curriculum Implementation for Secondary Schools 2020-2021
UNIT TOPIC: Batik
GOALS OF UNIT: students should be able to:
· Understand and discuss the Batik production process.
· Develop a Batik design.
· Create a Batik piece.
RATIONALE:
The Batik component of textile design and manipulation. It requires students to have knowledge of the resist dyeing process which entails creating batik friendly designs, choosing appropriate fabric, preparing and applying the wax and dyes and removing the wax.
Major Concepts being taught are represented in Figure 1.
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| Figure 1 |
CONTENT | KEY CONCEPTS IN THE LESSON | LEARNING OUTCOMES: STUDENTS WILL BE ABLE TO | VALUES AND ATTITUDES | RESOURCES | TEACHING / LEARNING ACTIVITIES | ASSESSMENT STRATEGIES |
Lesson 1: Intro to Resist Dyeing | · Definition of resist dyeing. · Types of resist dyeing. · Uses of resist dyeing. · Waxing prevents the dyes from running and mixing. | · Define and discuss the process of resist dyeing. · Identify types of resist dyeing. · Understand wax-resist dyeing. | · Listen to definitions. · Respond to questions asked. · Appreciate the batik art form. | · Internet · PowerPoint · Laptop · Projector | Lecture/Guided questioning: Teacher explains:- · The process of dyeing fabric. · The types of dyeing processes. · The resist dyeing process. · The batik process and shows examples. | Students will be given a multiple-choice test via quizzes at the end of the session. |
Lesson 2: Batik design | · Positive and negative space. · Requirements for creating resist design. · Choosing appropriate fabric for batik. · Colour selection for design. | · Understanding the type of design used in batik. · Understand the use of positive and negative space in batik. · Recognize the importance of using the correct fabric. · Create a batik design. · Simulate the waxing process. | · Listen to explanations given. · Observe demonstrations · Respond to questions asked. · Acknowledge the importance of using the correct material for the batik process. | · Internet · PowerPoint · Laptop · Projector · Pencil · cardboard · White glue · Poster paint/ food Colouring · Water · Paint Brush
| Activating prior knowledge: Teacher will ask students to recall their knowledge of resist dying, particularly the wax resist process. Lecture/Guided questioning: Teacher explains the importance of:- · Positive and negative space in a batik design. · Choosing the right material for batik. · Choosing the right colour palette
Demonstration: Teacher will create a sample drawing and simulate the waxing process using white glue. Once the glue is dry, teacher will simulate the application of the dye using watery paint of food colouring in water to demonstrate the use of the wax in batik. | A rubric will be used to assess students design and application of the white clue and dye substitute. |
Lesson 3: Design Transfer | · Grid method · Transferring design to fabric | · Demonstrate use of grid method · Transferring design to fabric | · Listen to explanations given · Observe demonstrations · Respond to questions asked. | · Internet · PowerPoint · Laptop · Projector · Pencil · Paper · Ruler | Lecture/Guided questioning: Teacher will:- · Define the grid method. · Detail uses of the grid method. Demonstration: Teacher will demonstrate:- · The grid method. · Transferring design. | A rubric will be used to assess students design transfer. |
Lesson 4: Waxing and dye application | · Transferring design to fabric. · Waxing fabric · Applying dye
| · Prepare wax · Wax material · Preparation and application of dye. · Identify the importance of applying wax before dye | · Listen to explanations given · Observe demonstrations · Respond to questions asked | · Fabric · Bees Wax · Paraffin wax · Electric Burner · Pot · Tjanting · Frame · Thumbtacks | Activating prior knowledge: · Students will recall the waxing method from lesson 2 demonstration. · Students will recall chemicals needed for mixing dyes from lesson 3.
Lecture/Guided questioning: Teacher will:- · Reiterate the importance of the waxing method · Observer students transferring their design to fabric. · Observe students waxing fabric. | A checklist will be used to assess students’ transfer of design and waxing technique. |
Lesson 5: Finishing the Batik Process | · Applying dye · Removing wax from the finished piece | · Complete batik · Removing wax · Describe thoughts on the batik process | · Listen to explanations given · Observe demonstrations · Respond to questions asked | · Electric stove · Pot · Water · Tjanting · Procion dye · Urea · Soda Ash · Newspaper · Iron | Demonstration: Teacher will guide students in:- · Applying dyes. · Removing wax. | A rubric will be used to assess students Batik piece.
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