Elementary
Have students view
and discuss Elizabeth
Murray’s Stirring Still
and ask them to con-
sider why the artist
might have chosen cof-
fee cups as a subject.
Ask, “Do you think
Elizabeth Murray had
fun while she was
creating this? Why?”
Explain that Murray
often worked on her
paintings until they
made her smile. Ask,
“Is there movement
you can see that makes
you smile?” “Why or
why not?”
Show students
other Elizabeth Mur-
ray paintings, avail-
able on the Art: 21 and
Museum of Modern
Art websites (see
Resources). Help stu-
dents describe the way
the artist includes col-
ors, shapes, lines, textures, patterns, and objects in her
work, using adverbs and adjectives like “wiggly,” “bub-
bly,” and “bending.” Ask, ” What might happen if we
made all of the curved lines and shapes straight?” Help
students understand that shapes and colors can affect the
way a viewer feels about a painting.
Explore
Yayoi Kusama, Narcissus Garden, 1966. Mixed-media. Installation View: The 33rd Venice Biennale. © Yayoi Kusama.
middle of a city street?” and “What is the significance
of the artwork’s placement near the National Museum
of Women in the Arts?” Encourage students to consider
how placing artwork in an unexpected location might be
humorous or ironic.
Middle School
Introduce The Three Graces by Niki de Saint Phalle.
Explain that the artist developed figures called “Nanas”
to demonstrate that women could be powerful, vibrant,
and full of joy. Have students explain how The Three
Graces conveys this idea.
Compare Niki de Saint
Phalle’s interpretation of the
Three Graces with Sandro
Botticelli’s depiction of them
from the famous Renaissance
painting, Primavera. What
ideas about women are suggested by this depiction of the
Three Graces?
Help students explain how Niki de Saint Phalle’s
use of materials, symbols, and poses is lighthearted or
playful. Remind students that an apparently playful
artwork might have a serious message. Ask, “What message is sent by The Three Graces?” Ask, “What is fun or
lighthearted about these sculptures being placed in the
High School
Have students look at Jeff Koons’ Tulips and Yayoi Kusa-
ma’s Hymn of Life: Tulips. Ask, “How are they similar?”
“In what ways are they different?” Suggest that students
imagine coming upon each of the sculptures in a public
place. How would they react? Help students perceive
differences in the way the
artists use material and
form to engage the viewer.
Have students determine
to what extent each of the
sculptures is humorous or
playful, and what accounts
for this. Finally, ask students to identify which of the
two they would prefer to see on a regular basis and why.
As they consider humor and play in art, ask students to
think about the extent to which one’s personal prefer-
ence or experience is a factor in determining the humor-
ous qualities of the artwork.
“There has to be some kind of unification
of shapes and colors. And it just may be
in a very surprising way.”
