Frida Kahlo Still Life

Learning Targets

I can...

• Create an original Frida Kahlo Still Life using drawing techniques learned in class
• Use color combinations (analogous, complementary, secondary), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Mexican Painter (1907-1954) Frida Kahlo
• Use observational drawing techniques (perspective, proportion, grid measurement) and design principles (composition, alignment, movement) based on Symbolism
• Define Still Life (a work of art that shows inanimate objects from the natural or man-made world)

Lesson One
Day One, Art Start

1. Still Life With Parrot (1951) Frida Kahlo

2. Read Understanding Frida in Context Through Her Still Life: Pitahayas by MMOCA

3. Discussion Questions "How does still life represent the artist's unique identity? What elements in each piece show realism, surrealism, and symbolism? What is unique about Frida Kahlo? What does she tell us about herself in this artwork? What gives hints about her experiences and Mexican Identity in these paintings? What stories do the background of her image tell? What is unique about you that you would like to capture in a still life? Would you consider Still Life: Pitahayas a self portrait? Why or why not? What do objects depicted in this painting tell you about Kahlo's life? What fruits are native to Michigan or the Midwestern United States? What do the volcanic rock and cactus depicted in the painting tell you about the geology and climate of central Mexico? How do they compare to the landforms and vegetation of Michigan? Why do you think Kahlo included a skeleton in this painting? What would you include in your still life that reflects who you are, where you are, and something about your life?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper 

2. Add three dimensional shapes (cylinder, pyramid, cone) to the composition of arranged fruit (watermelon, strawberries, oranges) for the personal identity still life

3. Add horizon line in the background (table, fabric, wallpaper) to separate the subject matter from the wallpaper of the Frida Kahlo Still Life 

Day Two, Art Start

1. Retrieve Frida Kahlo Still Life for Assigned Tables

2. Viva La Vida, Watermelons (1954) Frida Kahlo

3. Discussion Questions "What was Frida Kahlo's full birth name? Why did Frida Kahlo change hr date or birth on her birth certificate? Why was Kahlo pretending to be three years younger? Why was Frida Kahlo's nationality? Who or what is depicted in most of Frida's paintings? In what year did she joint Mexican Communist Party and fall in love with Diego Rivera? What was the first solo exhibition of Frida Kahlo's work held? When did Frida Kahlo begin her career as an artist? What was Frida and Diego's marriage often called? Who was Frida Kahlo? What are some of Frida Kahlo's most famous paintings? Do you have a favorite artist? What will you include in your artwork that represents what matters to you?"

Lesson Activities

1. Use color combinations (analogous, secondary, complementary) to fill in the positive space (fruit, inanimate objects, flag) of the personal identity still life

2. Use color combinations (analogous, secondary, complementary) to fill in the negative space (background) of the personal identity still life

3. Use painting tools (brayer, palette, paint brush) to add patterns (floral, swirls, dots) to the negative space (background) of the Frida Kahlo Still Life 

Day Three, Art Start

1. Retrieve Frida Kahlo Still Life for Assigned Tables

2. Set Up Studio Area (tempera paint, water bucket, paint brushes)

Lesson Activities

1. Add highlights (reflective light, light source) to subject matter (watermelon, oranges, strawberries) of the personal identity still life

2. Add shadows (cast shadow, reflective shadow) to the negative space (background) of the personal identity still life 

3. Outline details (pattern, floral, inanimate objects, fruits, vegetables) in the positive space (foreground, middle ground) of the Frida Kahlo Still Life 

Artist Examples

Student Examples

 Clementine Hunter Zinnias

Learning Targets

I can...

• Create an original Clementine Hunter Zinnias using drawing techniques learned in class
• Use color combinations (complementary, analogous, secondary), shape variation (geometric, organic, free form), and space (positive, negative) inspired by Folk Artist (1886-1988) Clementine Hunter
• Use observational drawing (still life, landscape, gesture) and design principles (composition, proportion, balance) based on Folk Art
• Define Still Life (work of art showing inanimate objects from the nature or man-made world)

Lesson One 
Day One, Art Start

1. Zinnias In A Pot (1965) Clementine Hunter

2. Read Art From Her Heart: Folk Artist Clementine Hunter by Kathy Whitehead

3. Discussion Questions "Why do folk artists paint from memory? What glimpses of her everyday life and history do we see in her paintings? what scenes would you include if you were to capture the day in the life of your family or community? What tasks, places, and events are important to you and your family? What does the artist show in her pictures? What colors does the artist use? How are these pictures similar? How are these pictures different? What type of art is most interesting to you? Which do you prefer to look at? What do you think makes an interesting picture? Do you think it is important to show everyday life in art? What would be an average day for you?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use line types (horizontal vertical diagonal) to draw positive flower (flower) of flower paintings

3. Use analogous colors (red orange yellow) to fill in the positive space (flower) of the Clementine Hunter Zinnias

Day Two, Art Start

1. Retrieve Clementine Hunter Zinnias for Assigned Table

2. Zinnias In Yellow Pitcher (1970) Clementine Hunter

3. Discussion Questions "What type of flower would you be? How many flowers can you identify? Do you know the names of all these flowers? How many different colors can you find on this flower? Are some of the flowers more colorful than others? How would you describe the shape of the petals? Are the petals of each flower the same shape? How many petals does this flower have? How would you describe the center of this flower? Where did you find each flower? How would you describe it? How would you describe its stem, petals, or leaves? Is the flower part of something else or is it growing by itself? Are there more flowers like this one nearby? If you gently touch this flower, how does it feel? Are parts of it smooth or rough? What kind of flower do you think this is? How are the flowers the same? How are the flowers different?"

Lesson Activities

1. Add shape variation (geometric, organic, free form) to negative space (background) of the flower paintings

2. Use patterns (swirls, zig zags, stripes) to add a design to the negative space (background) of the flower paintings

3. Use chalk to blend patterns (swirls, zig zags, stripes) for the negative space (background) of the Clementine Hunter Zinnias

Day Three, Art Start

1. Retrieve Clementine Hunter Zinnias for Assigned Tables

2. Set Up Studio Area (chalk pastels, erasers, colored pencils) 

Lesson Activities

1. Blend analogous colors (red, purple, blue) for the positive space (flower) of the flower paintings

2. Add highlights (light source, reflective light) to the positive space (flower) of the flower paintings

3. Add illusion of depth by adding details (petals, vase, glitter) to the positive space (flower) of the Clementine Hunter Zinnias

Artist Examples

Student Examples

 Warm And Cool Flowers

Learning Targets 

I can...

• Create an original Warm And Cool Flower using drawing techniques learned in class
• Use color theory (warm colors cool colors), line types (horizontal vertical diagonal) and space (positive negative) inspired by Folk Artist (1908-1997) Maria Primachenko
• Use drawing techniques (overlapping cropping alternating patterns) and design principles (composition repetition variation) based on Folk Art
• Define Style (artist portrays subject matter and expressed visual elements through a work of art)

Lesson One
Day One, Art Start

1. October Flowers (1968) Maria Primachenko

2. Reading Painting A Rainbow by Lois Ehlert 

3. Discussion Questions "What type of flower would you be? How many flowers can you identify? Do you know the names of all these flowers? How many different colors can you find on this flower? Are some of the flowers more colorful than others? How would you describe the shape of the petals? Are the petals of each flower the same shape? How many petals does this flower have? How wold you describe the center of this flower? Where did you find each flower? How would you describe it? How would you describe its stem, petals, or leaves? Is the flower part of something else or is it growing by itself? Are there more flowers like this one nearby? If you gently touch this flower, how does it feel? Are parts of it smooth or rough? What kind of flower do you think this is? How are the flowers the same? How are the flowers different?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use line types (horizontal vertical diagonal) to draw positive space (flower) of flower drawings

3. Use analogous colors (red orange yellow) to fill in the positive space (flower) of the Warm And Cool Flowers

Day Two, Art Start

1. Retrieve Warm And Cool Flowers for Assigned Table

2. Blue Eyed Flowers (1983) Maria Primachenko

3. Discussion Questions "What elements of this drawing seems real? What adjectives would you use to describe this artwork? What verbs would you use to describe this artwork? What elements seem dreamlike or imaginary? What is strange about this artwork? What is exciting about this artwork? What do we know about the artist after viewing this artwork? If you could ask the artist a question, what would you ask her? Why do you think the artwork was created? Why do you say that? How do you think the artist feels about the final product? How do you think this artwork was made? Why do you think the artist made this work ?What do you think the artist is trying to say in this artwork?" 

Lesson Activities

1. Add shape variation (geometric organic free form) to negative space (background) of the flower drawings 

2. Use patterns (swirls zig zag stripes) to add a design to the negative space (background) of the flower drawings

3. Use chalk to blend patterns (swirls zig zag stripes) for the negative space (background) of the Warm And Cool Flowers

Day Three, Art Start

1. Retrieve Warm And Cool Flowers for Assigned Table

2. Set Up Studio Area (chalk pastels, erasers, colored pencils)

Lesson Activities

1. Blend analogous colors (orange yellow red) for the positive space (flower) of the flower drawings 

2. Add highlights (light source reflective light) to the positive space (flower) of the flower drawings

3. Add illusion of depth by adding details (petals bow glitter) to the positive space (foreground) of the Warm And Cool Flowers

Artist Examples

Student Examples