The Arts · Grade 3

Active learning ideas

Famous Artists: Frida Kahlo

Active learning works especially well for this topic because Frida Kahlo’s art is deeply personal and symbolic. When students interact with her paintings through movement, color, and creation, they connect emotionally to her stories rather than just observing from a distance.

• Ontario Curriculum Expectations
• VA:Re7.1.3a

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Gallery Walk
• 30 min · Pairs

Gallery Walk: Kahlo Symbol Spotting

Display 6-8 prints of Kahlo's self-portraits around the room. Students walk in pairs, noting 3 symbols per painting and their possible meanings on sticky notes. Regroup to share findings on a class chart.

Explain why artists create self-portraits.

Facilitation Tip

During Gallery Walk: Kahlo Symbol Spotting, pair students with a clipboard to jot down symbols and their possible meanings as they move between stations.

What to look for

Provide students with a small card. Ask them to write one reason why an artist might create a self-portrait and name one symbol Frida Kahlo used and what it might represent.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 02

• Stations Rotation
• 25 min · Small Groups

Color Mood Matching: Emotion Boards

Provide color swatches from Kahlo's palette and emotion cards. In small groups, students match colors to moods like joy or sorrow, then justify with examples from her art. Create a shared mood board.

Critique how Kahlo's use of color contributes to the mood of her artwork.

Facilitation Tip

For Color Mood Matching: Emotion Boards, provide a limited palette of colored papers so students focus on matching emotions to specific hues rather than mixing paints.

What to look for

Display 'Self-Portrait with Thorn Necklace and Hummingbird.' Ask students: 'How does the color green in this painting make you feel? What do you think the monkey symbol means to Frida Kahlo?' Facilitate a brief class discussion.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 45 min · Pairs

Self-Portrait Creation: My Symbols

Students draw self-portraits incorporating 3 personal symbols for family, hobbies, or challenges. Use mirrors and collage materials. Pairs exchange portraits to guess symbols and discuss.

Analyze how Frida Kahlo used symbols in her paintings to represent her experiences.

Facilitation Tip

When students create their own self-portraits in My Symbols, encourage them to use no more than three symbols to keep the focus on personal meaning and clarity.

What to look for

Show students two different self-portraits by Frida Kahlo. Ask them to point to one element (color, symbol, facial expression) in each portrait and explain how it contributes to the artwork's message.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 20 min · Whole Class

Critique Circle: Peer Feedback

Whole class sits in a circle with one Kahlo image projected. Each student shares one observation on color or symbol, then passes a talking stick. Record key insights on anchor chart.

Explain why artists create self-portraits.

Facilitation Tip

In Critique Circle: Peer Feedback, model how to give feedback using sentence stems like 'I notice your symbol of _____ represents _____ because _____.'

What to look for

Provide students with a small card. Ask them to write one reason why an artist might create a self-portrait and name one symbol Frida Kahlo used and what it might represent.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by grounding lessons in biography first. Before showing art, share simple facts about Kahlo’s life in age-appropriate language. This builds empathy and context. Avoid overwhelming students with too many symbols at once. Instead, focus on one or two key works deeply. Research shows that students grasp symbolism better when they analyze a few strong examples repeatedly, rather than skimming many. Also, give students time to process Kahlo’s emotional intensity—pair art talks with quiet reflection or journaling to help them connect personally.

Successful learning looks like students confidently explaining how Frida Kahlo’s choices in color and symbols communicate her experiences. They should also be able to apply these ideas by creating their own meaningful self-portraits with intentional symbols and mood-setting colors.

---

Watch Out for These Misconceptions

• During Gallery Walk: Kahlo Symbol Spotting, watch for students who assume symbols are random decorations.

  Use a think-aloud to model how to connect symbols to Kahlo’s biography. For example, point to the monkey and say, 'I see a monkey here. I know monkeys often mean love or protection in Kahlo’s work, and that makes sense because she loved her husband Diego like family.'

• During Gallery Walk: Kahlo Symbol Spotting, watch for students who misinterpret realistic details as symbols.

  During the walk, pause at 'Self-Portrait with Thorn Necklace and Hummingbird' and ask, 'Is the necklace a symbol or just part of her outfit? How can we tell?' Guide students to notice the thorns are sharp and unnatural, showing suffering rather than fashion.

• During Color Mood Matching: Emotion Boards, watch for students who believe all warm colors feel the same.

  Have students test this by holding up different shades of red and orange, asking, 'Does fire engine red make you feel excited or angry? How about a softer pink?' Encourage them to describe the subtle differences in mood.

---

Methods used in this brief

• Gallery Walk
• Stations Rotation