Natural
Colours from Plants
An experiential lesson in
practical chemistry, botany and art for Grades 4 to 6
By Annamarie Hatcher
a T-shirt a deep, rich gold they are usually dreaming about their next experiment.
E “This is really easy. It was fun to watch colour come
from the onion skins. It gets darker and darker the longer it is on the stove. As soon as we started, I wanted to try and do this with beets or carrots next time.” (Claire Beresford, Grade 4)
Integrated curriculum is the aim for many public school
systems, and the challenge for teachers is to develop or obtain resources that will support locally-relevant integrated teaching and learning. Life skills such as food preparation and clothing production have provided frameworks for learn- ing opportunities incorporating traditional academic disci- plines.1 Natural dyeing can span the disciplines of chemistry, botany, history, and art. For example, an understanding of chemistry is required to successfully transfer colours from plants to textiles. Students can learn the basics of botany as they experiment with different plants. Curiosity and explora- tion, the underpinnings of science, underlay the experimenta- tion with potential dyestuffs. History brings in a rich tapestry of stories based on the cultural trade of popular dyestuffs throughout time. Underpinning all of these ‘subjects’ is artis- tic expression. To achieve certain patterns and effects, stu- dents will become artists, learning about colour and light. There are many paths to follow when developing an inte-
grated unit based on natural dyeing. This article will start you on the journey with basic principles and a hands-on exercise, aimed at grades 4 to 6. This exercise is based on one of the most commonly-used natural dyes, derived from the skins of the common yellow onion. Simmering the skins
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XPERIMENTING WITH PLANTS to colour tex- tiles is an exciting experience for all ages. As young artists watch a simmering pot of kitchen waste turn
in water will extract the colour. The deeply-coloured water bath can then be used to impart rich, earthy tones to fibres such as cotton and wool. With simple precautions, this pro- cess is safe for young students as is outlined below. If you want to go further, there are many good reference books available. Several are listed at the end of this article.
Fibres to be Dyed Natural dyes are most often used on natural textiles. Ani-
mal fibres, such as wool and silk, are protein-based. Plant fibres, such as cotton and linen, are cellulose-based. Dyeing techniques are generally different with these two materials. Because varying molecular structures take up dyes in dif- ferent ways, interesting patterns often emerge on textiles with a mixed composition. Animal fibres, for example, take up dyes more rapidly and at a higher temperature than their plant-based counterparts. Undyed wool yarn would be a good animal-based material to use in the classroom for a natural dyeing project and white cotton handkerchiefs or T-shirts would be good plant-based materials. Textiles to be dyed need to be clean so that the dye
attaches evenly throughout. Oil, grease, or other coatings can affect the success of your natural dyeing experiment so pre-washing is a good idea. Soak animal-based fibre for 20 minutes in lukewarm water with dishwashing liquid added (1 tsp per 13 litres water). Rinse with clear water which is at the same temperature. If the fibre is plant-based, the soak should be in a bath of lukewarm water with washing soda (1 tsp per 4.5 litres water). Washing soda is available in the laundry detergent aisle of the supermarket.
Experimenting with Different Plants in
the Classroom There is no right or wrong way to produce colours on fibres or textiles. The experience with onion skin dyeing (described below) should be considered a starting point for students to begin their own processes of experimentation. Garden or kitchen waste such as the green tops of carrots,
GREEN TEACHER 113
Photographs: Annamarie Hatcher
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