Colour Bleeding Experiments

Overview

Lesson 12 of 14 in Art Through Culture: Matariki & Commonwealth Games. Students investigate how fabric dyes move, mix and change when applied through tie-dye, dip-dye and controlled bleeding techniques. They prepare small fabric samples safely and record observations to inform their final artwork.

Learning intentions

• WALT identify and safely use simple fabric-dye techniques.
• WALT observe how colour moves, mixes and changes on fabric.
• WALT prepare fabric using folding, twisting, tying and dipping.
• WALT connect colour choices and patterns to ideas of celebration, identity and shared cultures.

Success criteria

• I can follow dye-safety routines and use materials responsibly.
• I can make at least two different fabric-dye samples.
• I can describe what happened when two colours met or spread.
• I can record one technique I may use in my final artwork.

Curriculum links

• Developing practical knowledge of art-making processes, materials and techniques.
• Developing ideas in response to experiences, observations and cultural contexts.
• Communicating and interpreting meaning through colour, pattern and texture.
• Participating and contributing through shared studio routines, discussion and responsible collaboration.

Lesson structure (60 minutes)

1. 0–5 minutes – Hook and connection Open with the colour interaction hook. Show a striking close-up of two colours bleeding into one another and ask: “How could we make colour move without painting every part?” Briefly connect the unit to Matariki and the Commonwealth Games, explaining that artists and designers use colour, pattern and textiles to express identity, celebration and belonging. Avoid copying sacred or culturally specific designs without permission.

2. 5–13 minutes – Demonstration and safety Use the technique and safety slides while demonstrating on a teacher table. Model how to wear an apron, protect the workspace, keep dye away from faces and food, use tools carefully, wash hands and report spills. Demonstrate:

• Tie-dye: fold, twist or scrunch fabric and secure it with rubber bands.
• Dip-dye: lower only part of the fabric into dye.
• Controlled bleeding: place small drops of diluted dye on damp fabric and use a cotton bud or clean water to guide the spread. Explain that results can be unpredictable, so artists observe, test and make decisions.

3. 13–18 minutes – Predict and plan Distribute the dye experiment planning sheet. Students sketch or label two planned samples, choose two colours and predict what might happen when they meet. Remind students to leave space for observations. Pair students thoughtfully so equipment can be shared safely.

4. 18–40 minutes – Hands-on experiments Organise 19 students into five groups of three or four. Each group uses a lined tray, small fabric squares and labelled dye containers. Students complete at least two techniques, rotating roles as artist, materials manager, safety checker and observer. Refer back to the step-by-step experiment slides as groups work. Encourage students to use small amounts of dye, keep colours in their own containers and place completed samples on the drying rack. The teacher circulates, asks “What is the fabric helping the colour do?” and photographs useful examples if permitted.

5. 40–48 minutes – Observe and compare Students examine wet or partly dry samples without touching other groups’ work. On the observation and comparison section, they record which colour travelled furthest, where colours mixed, and how folding, moisture or pressure affected the result. Invite pairs to compare one successful result and one surprising result.

6. 48–55 minutes – Share and connect Use the discussion slides to guide a short gallery walk. Students leave materials in place and discuss: “Which technique creates the strongest pattern?” “How might colour choices communicate energy, hope or togetherness?” Link ideas to the unit’s themes while reinforcing respectful, non-tokenistic use of cultural references.

7. 55–60 minutes – Clean-up and exit reflection Groups follow the clean-up checklist: close containers, wipe tables, place reusable tools in the correct tub, wash hands and check the floor. Students complete the final prompt on the final reflection: “The technique I may use next is… because…” Finish with the reflection prompts poster visible as students share one learning or next step.

Resources

• the colour interaction and demonstration deck
• the dye experiment planning sheet
• Small white cotton fabric squares, one or two per student
• Child-safe, washable or teacher-approved fabric dyes, diluted as directed
• Small labelled containers, droppers, pipettes or cotton buds
• Rubber bands, string, pegs and plastic trays
• Aprons or old shirts, gloves if required, table coverings and drying rack
• Water containers, paper towels, wipes and rubbish bags
• Teacher camera or tablet, if classroom documentation is permitted

Assessment

• Observe whether students follow safety routines, share roles and use dye with control.
• Check experiment samples and worksheets for accurate observations about movement, mixing and technique.
• Listen to students’ explanations during comparison and reflection, noting whether they can make a reasoned choice for their final artwork.

Differentiation

• Provide a visual, step-by-step demonstration, colour-coded containers and a role card for each group. Use short spoken instructions alongside icons for students with dyslexia, attention needs or processing difficulties.
• Offer pre-cut fabric, larger tools, stabilised trays and a partner role for students with fine-motor or physical needs. Allow students to dictate observations, draw instead of writing, or use sentence starters.
• For EAL learners, pre-teach and display: dye, fabric, fold, twist, dip, bleed, spread, mix and predict. Pair words with actions, photographs and gestures.
• Extend confident learners by asking them to create a repeatable pattern, test how changing the fabric’s dampness affects bleeding, or explain how they would control an unexpected colour result.