This document provides information about an art lesson on identity and self-portraits inspired by Frida Kahlo. The lesson objectives are for students to learn about Frida Kahlo and create their own self-portrait reflecting their identity. The lesson involves discussing Kahlo's life and art, analyzing examples of her self-portraits, and having students paint their own self-portrait while incorporating symbols of their identity in the background.

1. Identity and Self-portraits
A Lesson in Partnership with Colors & Canvas
Colors and Canvas
Website:http://www.colorsandcanvas.com/ Email:colorsandcanvas2u@gmail.com Phone: (209) 482-3611
K-12 Standards:
● CCSS.ELA-Literacy.SL.4.1 - Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners
Learning Objectives:
● Students will learn about Frida Kahlo and use artistic media to present their identity in
the form of a self-portrait, similar to that of Frida Kahlo’s art style.
Materials:
● Paint
● Paintbrushes
● Canvases
● Paper
● Mirror(s)
● Writing/Drawing utensils
Vocabulary Covered in Lesson:
● Identity: the fact of being who or what a person or thing is; “Who am I?”
● Self-portrait: a portrait of an artist produced or created by that artist
● Portrait: a painting, drawing, photograph, or engraving of a person, especially one
depicting only the face or head and shoulders
● Mexicanidad: a movement following the Mexican Revolution celebrating indigenous
culture
● Realism: mid 19th century artistic movement characterized by subjects painted from
everyday life in a naturalistic (realistic) manner
● Surrealism: abstract art movement; practice of producing fantastic, dream-like,
symbolic imagery
● Symbolism: the use of symbols to represent ideas or qualities
Considerations for Learner Variability:
- A written handout of the assignment
Total Time: 60 minutes
Beginning of the Lesson
Time Teacher Actions and Pre-planned
Questions
Student Actions/Learning Activities
2 min Intro:
● (2 min) Teacher introduces the
● Students are expected to
follow along, noting any

2. “Learning Objectives” and agenda. questions they might have.
10 min Hook:
Lesson vocabulary has been pre-written
on a slide that can be shown at the
beginning of the lesson, or potentially
pre-assigned.
Conversation starter: Who are different
painters that you know?
● Vincent van Gogh (Starry Night)
● Leonardo da Vinci (Mona Lisa)
● Claude Monet (Impression,
Sunrise)
● Salvador Dali (The Persistence of
Memory)
Who is Frida Kahlo?
● Short biography + questions
○ What is unique about Frida
Kahlo?
○ Who/What were the main
“subjects” of her paintings?
○ What were Kahlo and
partner (Diego Rivera)
deeply affiliated with?
■ Mexicanidad
○ What different art styles
was Kahlo associated
with?
■ Surrealism
○ What does she tell us
about herself in her
self-portraits?
○ What stories do the
backgrounds of her
paintings tell?
● Virtual tour of her home Casa Azul
(Blue House)
Conversation Starter: What is unique
about you that you would like to capture in
a self-portrait? What is unique to your
identity that you would include (in the
background or as incorporated in the
self-portrait?)
● Students are expected to write
down key academic
vocabulary, and respond to
questions either in written or
oral formats.
● Students will view and answer
formative assessment
questions orally or as
prompted by the teacher. For
the questions, students are
expected to engage either in a
whole-group discussion,
think-pair-share activity, or by
writing down their responses in
their notes.

3. During the Lesson
3 min Content Delivery:
Frida Kahlo was famous for many
self-portraits.
● Show examples of her work
○ Self-portrait with Bonito
○ Self-portrait as Tehuana
○ Self-portrait Dedicated to
Dr. Leon Trotsky
○ Self-portrait in Red and
Gold Dress
○ Self-portrait with Monkey
Tell students they will have the chance to
create their own self-portraits inspired by
Frida Kahlo’s style.
● Students are expected to take
active notes (in the style
dictated by the educator) and
ask questions, when
necessary.
20 min (5 min) Brainstorm
Distribute art supplies and mirrors to
students. Direct students to spend 5
minutes looking in the mirror and note the
different unique features that they see.
(This could be the shape of their face, or
different features: eyes, nose, mouth,
beauty marks, scars, glasses, freckles,
etc.)
(15 min) Engagement:
Instruct students to start painting their
self-portrait, using the list they’ve made
and the mirror.
*NOTE: For sake of (paint drying) time,
this activity can also be completed using
paper and oil pastels.
● Students are expected to take
active notes (in the style
dictated by the educator) and
ask questions, when
necessary.
● Students will use art supplies
to paint a self-portrait that
highlights their unique look.
10 min (2 min) Brainstorm
Instruct students to think of objects or
symbols that represent them or tell the
audience about their unique identity. (Ex:
Frida Kahlo and her disability/Mexican
culture).
(8 min) Engagement:
Instruct students to begin adding their
● Students will take 2 minutes to
brainstorm what symbols,
objects, or other
people/animals are integral to
their identity that they would
like to incorporate in the
background of their painting.
● Students will add a
background to their portrait,

4. identity pieces to the self-portrait and
filling the background with colors,
patterns, shapes, etc.
representative of their identity.
Closing the Lesson:
10 min Sharing and Discussion:
In a Socratic discussion, the teacher will
direct students to share their self-portraits.
Depending on class size, this can vary
from an “all student” activity, to selecting
students randomly, or by asking for
volunteers. Signpost this section with a
call for positive reinforcement comments
from the class. The teacher should
evaluate students based on their active
participation in the process of
self-expression, and not on any scale
concerning artistic quality.
● Students will be asked to
share their self-portraits as
pieces of art to the class.
Students should be asked to
share and explain the
meanings behind the various
visual elements in their
paintings.
5 min Reflection:
Direct students to write in their notes (or
discuss in their groups) a response to this
prompt:
“What makes my self-portrait unique?”
● Students write a response to
the question in the prompt.
(Also appropriate for small
group discussion or a
think-pair-share activity with a
partner student.)

5. Colors & Canvas One-Pager
About:
Colors and Canvas is a for-hire painting party entertainment service based in Stockton, CA. Frances
Yamuni leads painting sessions great for small gatherings with friends, birthday parties, and more! Great
for painters of all ages, no art experience needed!
Contact:
● Website: https://www.etsy.com/shop/ColorsandCanvasbyJo
● Facebook: https://www.facebook.com/colorsandcanvas2u
● Email: colorsandcanvas2u@gmail.com
● Phone: (209) 482-3611