Tie-dye Pillow Cases

Overview

In this lesson (Lesson 6 of 9), students create a tie-dye design on a pillow case using visual arts processes and materials. They will experiment, document key steps, and reflect briefly on how colour, pattern, and dye control create meaning and effect.

Learning intentions

WALT: Create tie-dye designs on pillow cases. WALT: Experiment with colour placement, folding methods, and dye coverage to achieve different visual effects. WALT: Document and reflect on what worked well so their next attempt improves.

Success criteria

• I can fold and secure my pillow case to match my chosen tie-dye pattern plan.
• I can apply dye carefully and evenly (or intentionally uneven) to create clear pattern areas.
• I can explain what I changed during my process to improve the final result.
• I can record evidence (photos or notes) of at least two stages: folding and dyeing.

Curriculum links

• AC9AVA6D01 — experiment with, document and reflect on ways to use a range of visual conventions, visual arts processes, and materials.
• AC9AVA6C01 — use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning.
• AC9AVA6P01 — select and present documentation of visual arts practice and display artworks in informal and/or formal settings (e.g., storing and later sharing photos and notes).

Lesson structure (45 minutes)

1. 0–5 min · Hook & model. Teacher displays two finished tie-dye samples (photo or printed images) and quickly models one fold + dye sequence on a scrap fabric. Students share one visual effect they want (e.g., bold bursts, stripes, swirls).

2. 5–10 min · Plan check (quick). Teacher asks students to revisit their previous sketch/photo plan and choose one pattern choice (e.g., spiral/sunburst, stripes, or “burst dots”). Students write or tick: fold method + colour pairs they will use.

3. 10–25 min · Make the folds + apply dye. Teacher demonstrates how to place rubber bands/string and how to paint/lay dye to avoid mixing where they want separation. Students fold and secure their pillow cases, then apply dye using gloved hands or squeeze bottles following the teacher model (aiming for controlled colour areas).

4. 25–33 min · “Stop & document”. Teacher prompts students to take a photo (before sealing) and record 2 short notes: “What I did” and “What I noticed.” Students document: one photo of folding, one photo of dye application, plus a sentence about how the dye spread.

5. 33–40 min · Wrap, seal, and final reflection. Teacher explains the next steps for dye setting (e.g., sealed bag and safe resting period) and models safe cleanup. Students carefully place their pillow case into the prepared bag, add their name, and answer the reflection prompt: “My best control choice was…” and “Next time I will…”

6. 40–45 min · Gallery walk (evidence, not finished fabric). Teacher sets up a quick “evidence wall” with photos/notes at desks or on a shared printout. Students do a brief walk and leave one kind feedback note: “I notice your colours… I wonder about…”

Resources

• Pre-prepared pillow cases (one per student), washed and dry
• Rubber bands and/or string for securing folds
• Disposable gloves, apron/smocks
• Fabric dye (powder mixed by teacher or pre-made), brushes or squeeze bottles
• Plastic bags for sealing, name labels, absorbent mats/journals
• Paper towels, wipes, handwashing station supplies
• Art logbooks or worksheets for notes
• Smartphone/tablet for photos (or teacher takes photos if needed)
• Smart-board display for showing sample images and step-by-step visuals
• Clear class photo/label template for documenting evidence

Assessment

• Teacher observation checklist during folding and dye application: correct method, dye control, safe handling.
• Quick inspection of documentation: students have at least two evidence items (photo/notes) and a clear reflection sentence.
• Exit ticket (1 minute): students circle one success criteria and one “next time” improvement.

Differentiation

• Support: Provide a “folding guide card” with simple diagram steps; offer sentence starters for documentation (“I noticed…”, “I changed…”, “Next time…”). Offer small-group teacher assistance with dye application technique.
• Support for safe dye handling: For students who need it, use pre-portioned dye cups and teacher-checked application areas.
• Extension (advanced learners): Challenge students to plan a more intricate pattern by combining two methods (e.g., spiral base + stripe accents). They must predict where colours will meet and write that prediction in their notes before dyeing.
• For varied confidence: Allow students to choose colour intensity goals (fully saturated vs partial) while still meeting “intentional placement” in success criteria.
• EAL/SEN considerations: Use visuals for key steps; reduce writing to short bullet notes; allow oral recording for the teacher to transcribe.

Extension (optional)

• Students create a short “artist statement” card (2–3 sentences) linking their pattern choice to a mood or idea (e.g., calm waves, energetic bursts) to add to the class exhibition later.