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Ministry of Education.
Kaua e rangiruatia te hāpai o te hoe; e kore tō tātou waka e ū ki uta

“Black is Back”, Connected – What's the Evidence?, level 4, January 2014

10 January 2014

Black is Back slide.

Te Papa conservator Rangi Te Kanawa uses her knowledge of traditional dyeing practices, science, and scientific experimentation to preserve fibres in textiles that have been dyed using iron-tannate black dyes. 

Find the article and teacher resources on Literacy online Black is Back.

Related resources

  • Using tāniko to introduce design
    Technology teacher, Sue Bristow, found that introducing design in textiles through an exploration of tāniko (a traditional form of weaving) provided opportunities to inspire and engage the students by making links to their local culture and a local event.
  • Flax weaving
    Ali Brown weaves flax or harekeke. She works mainly from her home in Sefton, North Canterbury but has done flax weaving workshops as far afield as Norfolk Island. In a Radio NZ programme, Ali talks about how she harvests flax or harakeke, the different varieties of flax, and how she uses flax in different products.

Discussion starters

  • Characteristics of technology: Use this and other examples to describe how societal and/or environmental issues can influence what people decided to make, how they would undertake planning, the selection of resources, and how they would make and test an outcome. Explain why particular technological outcomes have changed over time. Describe examples of how technology has impacted on the social world over time (level 3).
  • Technological products: Use this and other examples to describe the properties of materials used in particular products that can be measured objectively, and to describe the properties of materials that can be measured subjectively (level 3).

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