Unit of Study:            Mexico

Lesson Title:             Visual Arts from Mexico

Subject Area(s):        Social Studies and Visual Arts

Grade Level:             Pre-Kindergarten and Kindergarten

Author:                      Linda W. Armstrong
           
County:                      Princes George’s County Public Schools

Length of Time:        Two 45-minute sessions

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Abstract:                               

The purpose of this unit of study is to expose my students to the visual arts of a Mexican artist.  The students will learn about the artist and her works of art.  Students will be instructed on the facts about the people, places, food and history of the Mexico.  Students will get and opportunity to locate Mexico on a map and globe. 

Materials/Resources:

9” x 12” white construction paper

Pencils and erasers

Print of The Frame by Frida Kahlo, along with several other self-portrait by Frida Kahlo

Crayons

The book Frida, by Jonah Winter

The book Smart about Art: Frida Kahlo, The Artist Who Painted Herself, by Margaret Frith

Mirrors for each student

           
Fine Arts Standards:

2.0  Students will demonstrate the ability to perceive, interpret, and respond to   ideas, experiences, and the environment through visual art.

2.0. 2a. Identify the visual qualities of works of art and the environment

2.0. 1b. Use selected works of art as inspiration to express ideas visually and verbally

Content Standards:

Social Studies:

2.0 Peoples of the Nation and World
2.0 A 1b Students will understand how people in Maryland, the United States and around the world are alike and different.

Objectives:

Fine Arts Objectives:

Students will draw a self-portrait.
Students will use color, line, and shape to represent ideas visually from observation, memory, and imagination.

Content Objectives:

Students will use personal experiences, stories, and electronic media to demonstrate understanding that all people need food, clothing, and shelter.

Students will learn about the life and works of Frida Kahlo.

Student will learn about the life and work of Diego Rivera.

Keywords/Vocabulary:

Frida Kahlo

Diego Rivera

self-portrait

mural

Background:

Before introducing the lesson on the Frida Kahlo it will be necessary to provide the student’s opportunities to hear, see, and listen to simple stories about Mexico.  I have searched the Discovery Channel – United Streaming and bookmarked video clips on Mexico.  Many of my students return to Mexico over the summer months.

They can share their experiences with their classmates.  I have located two a-z picture books about Mexico. These books will give the students additional words to place on the keywords/vocabulary list. 

Scope and Sequence:

Introduction to Lesson

Read the book Smart about Art: Frida Kahlo: the Artist Who Painted Herself.
Tell the class that Kahlo is known for her self-portraits.
Ask the class what a self-portrait is.
Bring out more prints of Kahlo's self-portraits to show the class.

Teacher Directed

Give each student a mirror. Invite them to look at themselves in the mirror.
The students may partner up with a buddy to tell each other what color his/her hair is, what color his/her eyes are, what the shape of his/her face and eyes are, etc.
    
Guided Practice

The teacher will model and demonstrate the steps for complete the self-portrait head and shoulders drawing. (Head and shoulders only.)   

Independent Practice

Students will need to be stepped through the completion of the task one step at a time.
Invite them to start drawing themselves!
Use a pencil to model for the students how to make a big circle or oval on the white construction paper for the face.
Draw eyes, nose, mouth, and ears.
I give different examples on the board for how to draw the parts of a face.
Draw a neck and then the shoulders going down to the bottom of the page.

Assessment:

Questions for Assessment:

Can the students express what is important to them?
Can the students draw and color themselves with their true attributes?
Can the students tell one fact about Frida Kahlo?
Can the students identify what a self-portrait is?

Criteria:

Create a self-portrait at home.
Name all the things that are important to them around the house.
Name all the parts of the face.

HOME CONNECTION:

The students’ parents can be asked to come to school to share information about Mexico with the class.

Closure/Reflection:
Were the students able to work independently while drawing their self-portraits?
Did the students have difficulty with the concept of a "self-portrait"?