Say It with Flowers

Lesson Plan

Lesson

Students will examine the artistic characteristics of Three Young Girls; explain the meaning and significance of the flowers in the painting and other well-known flowers; and create a bouquet designed for a particular person or occasion along with an explanation of what the bouquet communicates or symbolizes.

Intended Age Group

Elementary (grades K-5)

Length of Lesson

One 50 minute lesson

Standards Area

Language Arts

Objectives

Students will be able to:

  • examine the artistic characteristics of Three Young Girls;
  • explain the meaning and significance of the flowers in Three Young Girls and other well-known flowers; and
  • create a bouquet designed for a particular person or occasion along with an explanation of what the bouquet communicates or symbolizes.

Lesson

  1. Display Three Young Girls to the class. Invite the students to look carefully and share what they observe. As a class, create a chart with similarities and differences between the three girls. Record students’ suggestions and try to draw their attention to the flowers held by the three girls and how they are similar and different.
  2. Invite students to look at the flowers the girls are holding and ask: Why do people give other people flowers? Do flowers mean specific things? Can they symbolize anything? Explain to the students that the girls in this painting are a mystery, but we can guess at what they are trying to communicate by using the flowers as clues. The two youngest girls have marigolds, blue hyacinths, and blue-purple periwinkles in their hair; the eldest wears a red carnation. Although each flower has many meanings, marigolds traditionally symbolize affection and obedience; carnations symbolize betrothal; blue hyacinth, grief and mourning; and periwinkle, many things, from death to immortality. Although the individual flowers can be associated with love, affection, virginity, constancy, and marriage (all perhaps appropriate for a painting of young girls), they can all also represent grief, despair, death, and mourning.
  3. Display the following website (or another source you find) to provide students with more information about the meaning of certain flowers, or download and print the information ahead of time and distribute to the students: Meanings of Flowers from Teleflora
  4. Invite the students to think about creating a bouquet that communicates a special message to someone. Students can create this bouquet in a number of ways: paint handprints for petals of the flower, color pencil drawings, collage bouquets, etc. Have the students write a short description about what their flower bouquets communicate and how. Encourage students to keep the following questions in mind: If they were going to assemble a bouquet of flowers for a particular person or occasion, for whom or what would they create a bouquet and why? Which flowers would they include in the bouquet? Overall, what would the bouquet communicate or symbolize?
  5. When the students have finished, display the students’ work and then invite other students to guess the message of each of the bouquets.

Materials

  • Lined piece of paper and pen/pencil for each student
  • Unlined paper and art supplies, such as paint, colored pencils, and magazines/catalogues with flowers, bulbs, and plants for collage
  • Ability to display information from the Internet to the students (or download and print information ahead of time) from the following helpful website: Meanings of Flowers from Teleflora
  • About the Art section on Three Young Girls
  • One color copy of the painting for every four students, or the ability to project the image onto a wall or screen

Standards

CO Standards

  • Social Studies
    • History
      • Become familiar with Colorado historical eras, groups, individuals and themes
  • Visual Arts
    • Observe and Learn to Comprehend
    • Relate and Connect to Transfer
    • Envision and Critique to Reflect
  • Language Arts
    • Oral Expression and Listening
    • Research and Reasoning
    • Writing and Composition

21st Century Skills

  • Collaboration
  • Critical Thinking & Reasoning
  • Information Literacy
  • Invention
  • Self-Direction

About the Art

Three Young Girls

Three Young Girls

About 1620

Follower of William Larkin, England

Who Made It?

We don’t know who painted Three Young Girls; however, we do know that it was created between 1610 and 1620, and that it was painted in the style of William Larkin. William Larkin was an English artist who painted some of the most fashionable figures of his time. Until he was definitively identified in the 1900s, Larkin was simply known as the “curtain master” for his characteristic inclusion of curtains to frame the figures in his portraits. Since Larkin was an active and very popular artist during this time period, it seems likely that the anonymous painter of Three Young Girls purposely emulated Larkin’s distinctive style to please his patrons. Some features of Larkin’s style visible in this painting include strong lighting, polished treatment of flesh, and close attention to the details of rich fabrics, jewelry, and oriental carpets. Three Young Girls was painted during what is known as the Jacobean period in England (1603-1625). This period corresponds to the rule of James I, son of Mary, Queen of Scots. Jacobean portraits are characterized by brilliant, jewel-like color and heavily decorated figures. Every detail of jewelry and fabric is meticulously delineated and recorded.

What Inspired It?

The three unidentified girls in this painting are a mystery, but by carefully studying the details in the piece, we can learn several things about them. The girls are dressed in matching outfits, a sort of fashionable family uniform. Since fashions go in and out of style, the clothing worn by the figures helps us identify time period and status. The low necklines, lace collars, high waistlines, and yellow lace date the painting to somewhere around 1620. The expensive fabrics and gold, diamond, and coral jewelry the girls wear make it clear that they come from a wealthy family.

Certain details in this painting lead some art historians to theorize that it was painted after the death of the girls’ mother. The gold ring attached to a black string on the hand of the middle girl is one detail that could support this hypothesis. In addition to symbolizing an engagement, rings were used in the 1600s to symbolize mourning. The ring could have belonged to the girl’s mother, hence the large size, and she wears it in remembrance. The youngest girl’s “lady” or “fashion” doll is another clue that supports this theory. The doll is dressed in clothes that represent the style of clothing their mother would have worn. The black fabric of her dress, traditionally the color of death, would then be appropriate. The marigold, blue hyacinth, and periwinkle flowers the two youngest girls wear in their hair can represent, among other things, grief, despair, death, and mourning.

Details

Earrings
Earrings

The girls’ matching earrings depict hunting-horns, or bugle-horns. These horns are a common motif in families’ coats of arms. Having a coat of arms was a symbol of status during this time because they had to be confirmed or granted by the king’s heralds. The hunting-horn motif suggests that the girls’ family were landowners and possibly members of the nobility or gentry (one class below the nobility).

Coral Bracelets
Coral Bracelets

The red and yellow coral bracelets the oldest and youngest girls wear not only reaffirm their wealthy origins but may have been intended as powerful talismans (objects believed to have special powers). Coral beads were talismans of safety and good health, especially for children. Child mortality was high during this time, so perhaps these young girls were given coral to protect them from bad luck, illness, and death.

Gold Ring
Gold Ring

The gold ring the middle girl wears could be either an engagement or a mourning ring. It’s possible that she had already become engaged and wears the symbol of her betrothal. At this time, stringing jewelry on black ribbon was popular. It’s also possible this ring belonged to the girl’s mother and she wears it as a symbol of mourning for her mother’s death.

Fruit
Fruit

Traditionally in art, ripe fruit has represented fertility. However, the fruit held by the oldest and middle girls are only semi-ripe; they could be symbols of the girls’ immaturity and a suggestion of physical development in the future. In that light, the grapes and the pears may be symbols of the sisters' future roles as mothers and wives. Grapes are symbolic of good luck. The pear is a celebration of a woman’s form.

Flowers
Flowers

The two youngest girls have marigolds, blue hyacinths, and blue-purple periwinkles in their hair; the eldest wears a red carnation. Although each flower has many meanings, marigolds traditionally symbolize affection and obedience; carnations symbolize betrothal; blue hyacinth, grief and mourning; and periwinkle, many things, from death to immortality to lovemaking. Although the individual flowers can be associated with love, affection, virginity, constancy, and marriage (all perhaps appropriate for a painting of young girls), they can all also represent grief, despair, death, and mourning.

Colors
Colors

Red, yellow, and green are the dominant colors in this painting. The artist probably chose these colors to make the painting vibrant and intense. The red can primarily be found in the dresses and the girls’ skin; the yellow in the lace, braiding, and ribbons on their dresses; and the green in the heavy drapes gathered behind the girls in the background.

Sisters?
Sisters?

The girls stand in a row holding each others’ hands and arms, indicating they have a close relationship. Their dresses and jewelry are identical and their headdresses are very similar. Each girl wears her hair in the same style, and they all have the same blue-gray eyes, red lips, pale skin, rosy cheeks, and long, slender noses.

Funding for lesson plans provided by a grant from the Morgridge Family Foundation. Additional funding provided by the William Randolph Hearst Endowment for Education Programs, and Xcel Energy Foundation. We thank our colleagues at the University of Denver Morgridge College of Education.