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Learning Objectives 

Students will: 

• Identify flowers, their botanical properties, and what they symbolize.
• Interpret the meaning of flowers in a painting.
• Examine botanical illustrations. 
• Create an original painting of a flower.
• Write an artist statement. 
• Plan and display works of art. 

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Recommended Student Materials

Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

Websites

Teacher Background

Teachers should review all resources prior to teaching the lesson.  

Student Prerequisites 

Students should be familiar with the concept of symbolism, analyzing images, and different periods throughout history. 

Accessibility Notes

Modify handout and resources as needed. Utilize appropriate assistive technologies for the arts. Allow extra time to complete artwork.

Engage

1. Display a bouquet of flowers in front of the classroom. Ask students the following questions and record their answers on the board or chart paper:

- What feelings do the flowers evoke?

- Do the flowers make you smile or stir up old memories?

- Do you want to touch or smell the flowers?

- Do you like the way they look?

- Did you wonder why the flowers are there?

2. Display around the room. Have students explore the names of the flowers and record their attributes (form, color, texture, and season of bloom) in the chart.

3. Share the resource. Have students review the parts of the flower. Consider bringing in real flowers and distributing one flower to each student so that they can examine the parts in relation to the chart.

4. Explain that flowers also have a symbolism associated with them. Ask students if they have heard any expressions related to flowers and attributes. List a couple on the board and ask if they can come up with any other examples.

- “Pure as a lily”

- “Rose of beauty”

- “Modest as a violet”

- “Fresh as a daisy”

5. Discuss with students how these messages evolved from the “meaning” of flowers during the Medieval and renaissance time. The examples in the handout show the emotional meanings attached to them in our day and time. Discuss these meanings with the students. What attributes do the flowers themselves have that would give them the symbols attached to their name? Many flowers have been known for their symbolic meanings since the days of antiquity. Most of their attributes had been linked to mythological deities like Venus, Diana, Jupiter, and Apollo. Many flowers were venerated not only for their beauty but also for their religious significance. Note: Other cultures and religions may have similar or different symbolic meanings related to flowers. Discuss with students flower symbolism across cultures and how their attributes convey meaning. 

6. Distribute the handout. Ask students to work in pairs or small groups to determine the most appropriate flower for each scenario. Ask students to share their responses with the rest of the class. Share with students some quotes and poems about flowers.

Build

1. Explain that from the 12th century botanical symbolism started in France and continued to be seen in the early Renaissance in many Italian paintings in the 14th century. Many artists found the ultimate expression of flowers and foliage in stone, wood and metal. These artists “wreathed their capitals with leaves and branches of natural vegetation and adorned their walls with growing plants and the orchard.” Among those identified were columbines, roses, lilies, snapdragons, primroses, lily of the valley, violets, daisies and many more. During this time patrons supported artists. Patrons usually fell into two categories: wealthy merchants like the Medici family or members of the church. Saints and stories from the bible were rich subjects for the work of these artists. NOTE: With the Renaissance's heavy reliance on Classical and religious themes, many saw the world of Nature as a mirror of the Divine. During the Renaissance most art depicted religious themes.

2. Explain that, because of their symbolism, many of these flowers were used by artists in their paintings related to the Blessed Virgin Mary’s life. The Virgin Mary became a central figure not only in subject matter for paintings but also in what were called Mary Gardens. These were small secret gardens within a garden. The secret garden had great symbolic meaning in its representation of not only Eden but the purity of Mary. It has its recorded origins in Medieval and renaissance religious art in which prints and then paintings of the Virgin Mary and Child are depicted in an enclosed garden surrounded by symbolical flowers.

3. Show students examples of a Mary Garden: , , and the . Discuss with students what they notice or wonder about the gardens. 

Apply

1. Share which shows the wide variety of decorative art objects representing plants, fruits, and flowers from the Medici collection. These are straightforward, non-symbolic images of flowers that emphasize the Renaissance love of science and Classical learning.

2. Next, share the images in the National Gallery of Art's collection below. Notice the difference in treatment of flowers in religious images; they are treated in flat colors, often at unnatural angles or growing in places they could not realistically grow. You may wish to review the following paintings with your students: 

3. Using the and list of flowers as references, ask students to make a list of the flowers that they would like to have in a garden, and include their meaning. Students should choose flowers by symbolic meaning and think about a flower they would like to focus on.

Reflect 

1. Students will create an original painting of a favorite flower. Have the students begin to think about the composition of the piece. Have them do several thumbnail sketches. Refer to your elements and principles of design. Demonstrate different painting techniques. 

2. Distribute the and supplies including sheets of newsprint paper for sketching, watercolor paper, water-colored pencils, water color paints, brushes, cups of water, and paper towels to each student (if supplies are limited, 2 or 3 students can share). Allow time for students to work on their botanical paintings. 

3. Write an artist statement. Have students include a description of their work, including what the flower symbolizes, why they chose particular colors, and painting technique. 

4. Have students display their botanical paintings and artist statements around the room or hallway. Students should facilitate through the work, students to share their illustrations with an audience.