
Capillary Action Sun Prints
Up to 1 hour
Ages 8+
What Will You Learn?
Until digital cameras came along, most people took photographs on film and printed them out on paper. But one of the first types of photograph, known as sun prints, lets you make an image directly on paper—no film or camera needed! Early photographers like the British scientist Anna Atkins made sun prints to record plant specimens. Atkins took ferns, leaves, and flowers, lay them on the paper, and put them out in the sun. Special chemicals in the paper turned dark wherever the energy of the sun hit them. Areas that were covered stayed light. Artists still make sun prints—or to use the fancy name, heliographic art—to create special effects on paper or fabric.
A sun print is a type of negative image because the light and dark areas are reversed. Film cameras also produce negatives. When you press the button, the shutter opens and lets light in. Wherever the light hits the film, the film turns dark. To make a print, you have to reverse the process by shining light through the negative onto light-sensitive paper. In the final product, the light and dark areas are back to normal.
A true sun print is sometimes called a cyanotype, because the special ink used turns the paper or fabric cyan, a type of blue. But you can get the look of a sun print by covering a piece of fabric with ordinary acrylic paint—and make it any color you like! In this version, the paint doesn’t go through a chemical change. Instead, the wet paint is wicked away from areas that are wetter to areas that are drier. The sun dries the parts of the fabric that are uncovered faster than the parts that are covered. This leaves a lighter “shadow” behind that is shaped like the object you placed on the fabric, just like in a real sun print.
The wet paint moves because of capillary action, the ability of water to move inside materials containing a network of small openings. (A capillary is a very narrow tube.) It’s the same thing that happens when you use a towel to wipe up a puddle of water on the kitchen counter. All substances, including water, are made up of tiny molecules. Molecules are the smallest part of a substance that still acts like that substance. Water molecules tend to stick together, which is why water forms drops and puddles with smooth rounded edges. Water molecules are also attracted to some other materials, like cotton cloth. When you blot a puddle with a cloth, the pull of the cotton is stronger than the force holding the water molecules together. The water gets pulled into the spaces between the threads in the cloth. These openings act like little straws that suck the water in. If the cloth is damp, it can pick up water even faster, because the water in the cloth also pulls on the water in the puddle.
Try making a Capillary Action Sun Print and see what kind of effects you can create!


Wet Your Cloth
Step 1
Wet your cloth by first dipping it in a cup or bowl of water and then squeezing it out or by spraying it with water. It should be damp but not dripping.
Step 2
Spread the cloth out on the work board or table. Smooth out the cloth as much as possible. It should stick to the plastic, which makes it easier to work on.

Paint Your Cloth
Step 3
Put some paint in a bowl and mix it with an equal amount of water until it is very thin and runny. (For softer paint, use fabric paint, or add textile medium instead of water.)
Step 4
Dip the brush in the paint and cover the fabric well. For multiple colors, apply colors in separate areas and let the edges of each area run together. You can help them blend by spraying additional water where the colors touch.

Add Objects to Your Cloth
Step 5
Arrange your objects on the fabric. Flatter objects that are touching the fabric will leave sharper outlines. The shadows of objects that are farther away will be lighter and fuzzier.
Step 6
Set your arrangement out in the sun to dry. Check on it every 15 minutes or half hour, depending on how hot and dry the air is.
Step 7
Gently peek under one of the objects to see if the fabric is still wet underneath. If it is, let it dry a little more and then check again.
Step 8
When the cloth is completely dry, remove the objects. You should see the shadows of the objects where the paint was wicked away.




Set the Paint
Step 9
If you used acrylic paint, iron your shadow print or throw it in a clothes dryer to set the paint. (See “Tips for Working with Paints and Dyes” at the beginning of the chapter.)
Step 10
Then display your print in a frame, or sew it onto a tote bag or throw pillow. Washing your print is not recommended.

What's Next?
You can turn a photograph into a Capillary Action Sun Print using a clear plastic negative.
Step 1
First, scan your image or open your photo file in a photo editing program and convert it to black and white.
Step 2
Then increase the contrast so there are strong areas of light and dark.
Step 3
Finally, invert (reverse) the dark and light areas to create a negative.
Step 4
Print out your image onto a sheet of plastic transparency film. (A copy shop can do this for you.)
Step 5
Tape the plastic sheet to the glass of a picture frame. Set the frame above the fabric on little “feet,” to allow air to get in and water vapor from the evaporating paint to get out.




About the Book

Materials:
- White or light-colored cotton cloth, washed
- Acrylic paint in one or more colors
- Water
- (Optional) textile medium (for thinning regular acrylic paint) or transparent
- fabric paint
- Objects to print (must block the light and lie flat on the fabric), such as these:
- Flat leaves and flowers
- String or yarn
- Buttons
- Dry pasta shapes
- Feathers
- Keys, combs, forks, paper clips, gears, nuts, rubber bands
- Cut-out shapes you buy or make yourself (plastic, wooden, metal, or craft
- foam—anything that is nonabsorbent)
- Kosher salt (the grains of salt soak up the liquid, creating interesting effects)
- Stiff screen or open plastic tray (to place on top of the other objects)
Tools:
- Plastic sheeting to cover your workspace (such as a plastic garbage bag, drop
- cloth, or disposable tablecloth)
- (Optional) heavy cardboard sheet or wooden board to work on (cover with plastic
- sheeting)
- Bowl or jar and disposable spoon for mixing paint
- Foam brush
- (Optional) spray bottle filled with water
See More Projects in these topics:
Arts & Crafts Chemistry Fiber Arts ScienceSee More Projects from these themes:
Art/Craft Studio Farm The Canteen (Mess Hall and Recycling Station)Kathy Ceceri
Maker Camp Project Standards
Based on NGSS (Next Generation Science Standards)
National Core Arts Standards
The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. These standards provide goals for Dance, Media Arts, Music, Theatre, and Visual Arts with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art. The Anchor Standards include:- Generate and conceptualize artistic ideas and work.
- Organize and develop artistic ideas and work.
- Refine and complete artistic work.
- Select, analyze, and interpret artistic work for presentation.
- Develop and refine artistic techniques and work for presentation.
- Convey meaning through the presentation of artistic work.
- Perceive and analyze artistic work.
- Interpret intent and meaning in artistic work.
- Apply criteria to evaluate artistic work.
- Synthesize and relate knowledge and personal experiences to make art.
- Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
NGSS (Next Generation Science Standards)
The Next Generation Science Standards (NGSS) are K–12 science content standards.Structure and Properties of Matter
- Grades K-2
- 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
- 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
- 2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
- 2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
- Grades 3-5
- 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.
- 5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
- 5-PS1-3. Make observations and measurements to identify materials based on their properties.
- 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
- Middle School
- MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
- MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
- MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
- High School
- HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
- HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
- HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
- HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
Chemical Reactions
- Middle School
- MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
- MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
- MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
- High School
- HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
- HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
- HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
- HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
- HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
National Core Arts Standards
The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. Also see Standards with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art for Visual Arts.CCSS (Common Core State Standards)
The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).English Language Arts Standards » Science & Technical Subjects
- Middle School
-
-
- CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
- CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
- CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
- CCSS.ELA-LITERACY.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
- CCSS.ELA-LITERACY.RST.6-8.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
-
- High School
-
- CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
- CCSS.ELA-LITERACY.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CCSS.ELA-LITERACY.RST.9-10.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
- CCSS.ELA-LITERACY.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
- CCSS.ELA-LITERACY.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CCSS.ELA-LITERACY.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
- CCSS.ELA-LITERACY.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
- CCSS.ELA-LITERACY.RST.11-12.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
NGSS MS.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
- MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
- MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
NGSS HS.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
- HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
NGSS 3-5.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.