Dyeing Techniques Exploration

Learning Context

Age group: Year 2-3 students (ages 6-8)
Class size: 12 students
Lesson length: 30 minutes
Unit: Creative Name Portraits (Lesson 2 of 4)
School values integrated: respect, integrity, self-confidence, empathy
Additional needs: 4 ESOL learners (including one with limited English), dyslexia-friendly strategies

Learning Objectives (Aligned with New Zealand Curriculum Refresh)

We Are Learning To (WALT):

Explore the effects of water-based dye on pastel artwork.
Observe and describe how colours change and mix when dye is applied over pastels.
Develop creativity and confidence in using mixed media materials.
Respect others' artworks and practise safe handling of art materials.

Curriculum References:

The Arts (Visual Arts) at Level 1-2: "Develop ideas in response to visual and other sensory cues."
Key Competencies: Managing self (confidence, perseverance), Relating to others (respect), Participating and contributing (engagement).
English (Oral Language): Use descriptive language to talk about colours and effects observed in their artworks.
Supports Te Whāriki’s strands of Exploration and Communication with hands-on learning and expressive language use.

Success Criteria

Students will:

Responsibly apply water-based dye over their pastel drawings.
Notice and talk about changes in colour when dye touches the pastel.
Describe colours using simple words (e.g., dark, light, mix, splash).
Clean up materials tidy and show care for their own and others’ work.

Resources

Individual pastel name artworks from Lesson 1.
Water-based dyes in various colours (safe and washable).
Brushes and sponges for applying dye.
Water cups and paper towels.
Smocks/aprons for children.
Visual cue cards with colour words and process steps (pictorial and written).
Visual timer for pacing.

Lesson Plan Outline

Time	Activity	Teacher Actions / Differentiation
5 mins	Warm-up and discussion	- Gather students on mat. Show sample artwork that has dye applied over pastel. - Use simple, clear language and visuals to model observation ("Look! The blue dye made the pink pastel change colour.") - Use sentence stems for ESOL (e.g., "I see ___ colour.", "The dye is ___.") - Invite sharing from students about their name art from last lesson.
15 mins	Hands-on dye application	- Demonstrate step-by-step how to dip brush/sponge into dye and gently paint over pastel areas. - Keep stations organised; provide extra support to ESOL students and those with fine motor difficulties by guiding hands or adapting tools (e.g., bigger brushes). - Encourage experimentation but emphasise respectful sharing of materials and careful use of dye. - Circulate to scaffold vocabulary and ask open-ended questions about colour mixing and effects. - Use visual timers to gently manage transitions and concentration spans.
5 mins	Clean-up and reflection	- Guide students in cleaning brushes and tidying spaces. - In small groups or pairs, prompt students to describe their favourite colour changes using key vocabulary. - Use paired talk for ESOL learners with sentence frames. - Display artworks with labels naming colours and effects students noticed.
5 mins	Closure and link to next lesson	- Recap learning with WALT and discuss how dyeing made their art special and different. - Preview next lesson focus: adding patterns or textures over their dyed artworks. - Reinforce values of respect and self-confidence for creative efforts. - Encourage empathy by appreciating classmates' artworks and efforts.

Differentiation Strategies

For ESOL Learners:

Use visual supports, demonstration, and sentence stems.
Pair with bilingual buddies where possible.
Simplify language and add extra wait time for responses.
Use gestures and non-verbal cues.

For Dyslexic or Processing Challenges:

Provide clear, large-print instructions with pictures (dyslexia-friendly font).
Break down tasks into simple steps.
Allow extra time and repetition as needed.
Use tactile materials and larger brushes for easier grip.

For Students Working Below Expectation:

Offer one-on-one or small group support.
Use hand-over-hand assistance for dye application.
Model and repeat key vocabulary and steps frequently.

Extension for Advanced Learners:

Encourage experimentation with layering different dye colours.
Introduce simple colour mixing terms (e.g., primary, secondary).
Invite students to create patterns or shapes with dye over pastel, linking to next lesson.
Challenge students to describe their technique and effect using descriptive language orally or through drawing captions.

Assessment (Formative)

Observe students’ ability to apply dye safely and creatively.
Listen for use of colour words and descriptive language during sharing.
Note engagement, confidence in experimentation, and respect for materials and peers.
Use observations to inform next lesson’s scaffolding or extension.

Links to New Zealand Curriculum Refresh

Visual Arts Learning Area Level 1: Explore through practical activities and respond to sensory cues.
Key Competencies: Managing Self (confidence, perseverance), Relating to Others (respectful interaction), and Communication (descriptive language).
Te Whāriki: Strands of Exploration (Mana Aotūroa) and Communication (Mana Reo) supported.
English Learning Area: Oral language development through structured discussions and sentence frames supporting vocabulary acquisition, especially for ESOL learners.
Social & Emotional Wellbeing: Builds self-confidence and empathy through creative expression and peer interaction .

This plan is designed to provide a rich, hands-on art experience, supported by structured oral language opportunities and scaffolded learning for diverse learners, aligned fully with the New Zealand Curriculum Refresh, embedding school values and inclusivity.