Main Idea:
Through an examination and discussion of how First Nations use colours, students will gain insight on how colours can be given symbolic meaning.
Objectives
Materials
-coffee filters
-jars or containers to drain into
-pigmented natural materials (plants, vegatable skins, etc.)
-a kettle to use hot water (optional)
-paintbrushes
-watercolour paper (cardboard or folded coffee filters can substitute).
-rocks
Materials
Through an examination and discussion of how First Nations use colours, students will gain insight on how colours can be given symbolic meaning.
Objectives
- To provide students with an understanding of how some First Nations use colours and that colours can have meaning.
- Students will learn how some colours are produced.
Materials
-coffee filters
-jars or containers to drain into
-pigmented natural materials (plants, vegatable skins, etc.)
-a kettle to use hot water (optional)
-paintbrushes
-watercolour paper (cardboard or folded coffee filters can substitute).
-rocks
Materials
Day 1-
What is the significance of colours in different Indigenous cultures?
In the Indigenous communities in your area?
How are different dyes made?
Go on a nature walk to see if you can find any materials. Grass, moss, leaves, etc.
You can try making dye with the items the class found on nature walk. Why or why didn’t it work?
Ask students to bring dyeing materials for next class. Onion (red or white), spinach, moss, flower petals, berries, avocado peels and pits, black beans, purple cabbage leaves, or other richly-pigmented materials.
Day 2-
Create dye by soaking the materials students have brought in water. You can leave materials to soak for different lengths of time to see how it affects the concentration of the dye. Soaking in hot water will produce more vibrant dye. Strain using a coffee filter. Practice painting on paper.
What can we find out about the colours we are producing and the Indigenous cultures around us?
Day 3-
Do a watercolour painting based on your natural environment.
Day 4-
Continue watercolour paintings
Day 5-
Painting on rocks- Teachers can either bring rocks for students to paint, or let students find their own on a nature walk.
Reference: https://www.rcaanc-cirnac.gc.ca/eng/1316530132377/1535460393645
What is the significance of colours in different Indigenous cultures?
In the Indigenous communities in your area?
How are different dyes made?
Go on a nature walk to see if you can find any materials. Grass, moss, leaves, etc.
You can try making dye with the items the class found on nature walk. Why or why didn’t it work?
Ask students to bring dyeing materials for next class. Onion (red or white), spinach, moss, flower petals, berries, avocado peels and pits, black beans, purple cabbage leaves, or other richly-pigmented materials.
Day 2-
Create dye by soaking the materials students have brought in water. You can leave materials to soak for different lengths of time to see how it affects the concentration of the dye. Soaking in hot water will produce more vibrant dye. Strain using a coffee filter. Practice painting on paper.
What can we find out about the colours we are producing and the Indigenous cultures around us?
Day 3-
Do a watercolour painting based on your natural environment.
Day 4-
Continue watercolour paintings
Day 5-
Painting on rocks- Teachers can either bring rocks for students to paint, or let students find their own on a nature walk.
Reference: https://www.rcaanc-cirnac.gc.ca/eng/1316530132377/1535460393645