Welcome to
the

'

 Treasure Hunt

created by

Nan Landsman
Foreign Language Department
Northwestern High School
 

 

 
 

Introduction	The Big Question
The Questions	Assessment
Resources	Standards

Introduction        An artist's work quite often depicts the occurences in his or her personal life. As you study the biography of Frida Kahlo and examine and analyze her paintings, you will be able to draw conclusions that will clarify the connection between the events in her life and her canvasses.

The Questions 1. Where was Frida born and raised? Where is the  town? 2. What is "surrealistic art"? What traits of this genre of painting do you see in Frida's work? 3. What is "folk art"? What characteristics of folk art do you see in Kahlo's art? 4. How did Frida influence Mexican folk art? 5. Why do you think her art is gaining popularity again? 6.  Why did Frida paint self-portraits? 7.  Who was Diego Rivera? How did she meet him? 8.  According to Frida, what were the "two grave    accidents" that she suffered in her life? 9.  What was the name of Frida's family home? 10. In what year did Frida say she had been born? 11. Why did she choose that particular year? 12. Why did she fabricate the year of her birth? 13. Where was Frida's only exhibition during her  lifetime held? How did she arrive at the event? 14. In "Self-Portrait with Monkey" what characteristics of folk art do you observe? 15. Study "The Two Fridas." What part of their bodies is depicted? 16. What three animals are on Frida in "Self Portait"? What significance do you think they have? Why do you think she is wearing a necklace of   thorns? 17. In "The Little Deer" whose face does the deer have? Why do you think the artist did this? What is the significance of the arrows? 18. In "Tree of Hope" what folk art characteristic do you see?

Resources Art Style by Definition http://www.askart.com/directories/glossary.asp?bl=S Casa Mexicana Folk Art http://www.artchive.com/artchive/K/kahlo.html http://www.fridakahlo.it/ http://home.earthlink.net/~tgulotta/frida.htm http://lasmujeres.com/fridakahlo/life.shtml http://members.aol.com/fridanet/quotes.htm

The Big Question      How is the body of work of an artist a reflection of his or her life experience?

Assessment         To evaluate what you have learned from the Frida Kahlo Treasure Hunt, you will execute the following tasks:         * Write the answers to "The Questions."         * In groups with 4-5 members, you will  prepare an interview skit (4-7 minutes in length) in which one student will portray Frida and the other members of the group will ask the artist questions about the individual paintings that you examined during the Treasure Hunt. You may use the questions that were posed to you adding to them or  modifying them. You may use note cards but not read from a script.         * As a culminating activity, we will view portions of the film "Frida" as a class and have a discussion of "The Big Question."         * This assignment will be a test grade. 45% of your grade will be on the written portion of "The Questions"; 45% will be for th interview (see the rubric); 10% will be for the open class discussion on "The Big Question." Rubric scale of 9 (excellent) to 0 (poor) ____ 1. Content: Each member of the group asked a minimum of 4 questions to which Frida responded knowledgeably. ____ 2. Organization: Your presentation was logical, flowed well, and was effective. ____ 3. Effort: You put sufficient thought and effort into the assignment. ____ 4. Comprehensibility: The audience was able to under-stand what each member of the group was trying to communicate, and your delivery was natural but well-rehearsed. ____ 5. Creativity: Use of your collective imagination,props, and costuming.

Standards 2.1 Students demonstrate an understanding of  the  relationship between the practices and    perspectives of the culture studied.     The learner will:     4. Analyze some commonly held generalizations        about the culture studied.     5. Identify common cultural practices influenced        by the social, historical and geographic        factors.     6. Define and discuss the elements of the target        culture that are in transition. 2.2 Students demonstrate an understanding of the relationship between the perspectives and products/ contributions of the culture studied.     The learner will:     1. Describe the cultural significance of objects,        images and symbols associated with the target        language.     2. Analyze contributions of the target culture to        the world.     3. Identify and describe social, economic and        political institutions and perspectives of        the culture. 4.2 Students demonstrate understanding of the concept of culture through comparison of the culture studied and their own.      The learner will:     3. Discuss various forms of expression of the        target culture; e.g., age-appropriate litera-        ture, periodicals, music, visual arts.