A nontraditional ocean batik - Integrating the curriculum - Cover Story - Brief Article

The following lesson, presented to approximately 130 first-graders in a northern Massachusetts school system, helped students to explore and appreciate the ocean through learning, creating and, finally, collaborating on a nontraditional ocean batik.

This was a great opportunity to combine curricula and utilize my students' skills. A portion of the first-grade science curriculum at the Cole School in Boxford focuses on indigenous animals, tide pools, animal identification and the sorting of rocks and shells, which helps the students better understand this world.

LEARNING ABOUT SEA LIFE Funded by the Parent and Teacher Organization, "Seatales," a group of ocean educators, visited the school with their sea-animal counterparts. During their visit, Seatales educated students on the scientific terms for ocean life along with descriptive facts. In addition, several classes attended an exhibit "Sea Life of the Northeast" at the New England Aquarium. These events, along with classroom studies, provided motivation for visual expression and new discoveries.

First-graders attended classes in the visual arts for one 45-minute period each week. A large portion of their lessons was integrated with the school curriculum. I thought the subject matter of ocean animals (along with a request from the school library for artwork) would be the perfect culmination.

In preparation, I encouraged students to look through various school library books about the ocean and sea life. In addition, large prints portraying ocean scenes were displayed throughout the classroom so that students could acquaint themselves with this unique environment.

The first week, students were instructed to fill their page with a pencil sketch of one large ocean animal. When the students were pleased with their sketch, they were instructed to trace over their lines with a permanent black marker. The second step included adding background with attention to size and perspective, relating to their drawn animal.

BRING OUT THE BANNER The following week, students arrived to find a white, 20-foot-long cloth displayed across three long tables. To prepare the work surface of this banner, the cloth was prewashed and ironed. A protective layer of plastic was taped securely under the banner to protect the work space.

Students elected three designs from each class to be transferred to the cloth banner. For many students, this was their first experience working on cloth. The mathematical components of patterns and designs, along with estimating measurement, were utilized through the first-grade math curriculum, "Math Trailblazers." A group of students estimated the size of the sun and the rays, along with how much water was needed to allow space for all the animals we had chosen.

Clear and simple in design, the selected drawings were placed under the cloth and traced with white glue. When complete, the drawing was quickly removed to prevent adhesion. The glue was allowed to dry for two days. Each student had an opportunity to trace patterns on the sun, outline an ocean animal or add details to the batik. When the students were not involved with the banner, they added color to their individual artworks with watercolors and watercolor crayons.

PAINTING ON FABRIC The third week, students worked in small groups, adding color to the ocean batik. Assorted colors of acrylic paints for fabric were added around the glue outlines. A demonstration was given to students to allow them the opportunity to ask questions and gain confidence in the new technique. Students also continued to work on their individual works of art, adding additional color and details, when their entire paper was complete, students added water to achieve a painted look.

The batik was allowed to dry thoroughly before taking it to a laundry facility. The batik was placed in an industrial dryer for 10 minutes to heat-set the paint. The cloth was then removed and placed in a washer without detergent for three separate washings. By the third washing, most of the glue had disintegrated and the remainder could be easily peeled off.

The ocean batik was dried naturally, flat on the floor with plastic beneath it. It was important to use fabric paint or add acrylic medium to paint so that it would adhere to fabric. As a finishing touch, highlights were added to animals with an acrylic paint that contains a fine shimmer of glitter.

The ocean batik served as an outlet for creative expression. The artwork has since become an inspiration for creating poetry, creative writing and storytelling. The integration of the science curriculum facilitated the acquisition of content knowledge for visual learners. It also served as a valuable motivational tool for all children as they experienced firsthand how art permeates our lives.

Children need to feel like they are a part of, and have ownership in, something dynamic--something larger than themselves. By working cooperatively, children develop a sense of belonging and teamwork. Achieving a beautiful banner is simply icing on the cake.