Biographical Poetry:

Bernier-Grand, Carmen T. Frida: Viva La Vida = Long Live Life. Illus. Frieda Kahlo. New York: Marshall Cavendish Children/Marshall Cavendish, 2007. Print. ISBN 9780761453369.

Bernier-Grand writes twenty-six sensory image filled free verse biographical poems of Frida Kahlo. The illustrations are paintings by Kahlo, a twentieth century painter. The poems and illustrations express the sorrows, strengths, passions and joys of Kahlo’s life including two marriages to Diego Rivera, a life crippling bus accident, living in Manhattan (which she didn’t like because of surrounding poverty), her sister having an affair with Diego, her affair, three miscarriages, divorce, anticipation of her death, repeated physical pain, making headlines with her paintings, but through all of the emotional exhaustion her motto is “¡Viva la vida! Long live life!” The poems are in first person, conveying intimacy and an impression of the period of the event conveyed in the poem in lieu of a comprehensive outlook on Kahlo’s life. Allusion to the Gettysburg Address is present in “¡EXTRA!” “Frida Kahlo wore/ . . . a rebozo created by the people/ for the people/ who belong to the people.”


The book contains a Table of Contents that reflects the poems being arranged in the order of Kahlo’s life. In the back of the book is an assortment of documentation that authenticates, such as up lifting quotes “From the Letters and Diary of Frieda Kahlo,” a brief biography, a chronology, a glossary translating Spanish terminology used in the poems, sources, note, and acknowledgments. The political climate could benefit from an explanation in the back book notes to help readers which might be unfamiliar with this period in history. The color photo illustrations of Kahlo’s paintings have a title, date, detailed interpretations of symbolism providing additional biographical information and support the juxtaposition. The faces of the illustrations reflect emotion and physical pain. Some poems have an accompanying illustration. Twice in the book are several illustrations without accompanying poetry. The design is simplistic with an abundance of white space but this book is not for elementary children but adolescents in 7th or 8th grades in middle school or high school, due to the subject matter.

In this emotionally draining work which received Pura Belpré honors and is a Booklist Best Ten Biography, Bernier-Grand conveys Kahlo’s inspiring journey through her difficult life of emotional and physical pain and her continued thirst for life and her celebration for life even on her death bed. Bernier-Grand’s poetic verse does Kahlo’s paintings justice allowing the poetry and illustrations to reflect Kahlo’s ultimate optimism and giving the reader an emotional and biographical connection to her.


Poem for Library Lesson:

“Self Portrait With Cropped Hair”
Fraida Kahlo, a divorced woman-
I move
My parrots, hairless dogs,
Deer, spider monkeys and toys
To the U-shaped house of my childhood.
I paint the outside deep blue
To keep evil spirits away.
Instead of my family’s Persian rugs, I have petates.
Instead of the French sofa, Mexican chairs.

Why did Diego ask me for a divorce?
Was he having another affair?
Or did he learn about mine?

Men are kings. They direct the world.

I put on Diego’s suit
(it smells like him).
I sit in a Mexican yellow chair
And chop off my hair-
The hair he adored.
I look like a man,
But I leave my earrings on.


Activity:

High school students. Read the brief biography found at the back of the book then several selected poems with illustrations out loud and while projecting the accompanying illustration. Lead a discussion of poetry, paintings and significant aspects (bus accident, miscarriages, marriages, and her health) of Kahlo’s life. Focus the discussion on symbolism and repeated motifs found, such as colors, animals, and children. Guide the students in determining what they think the symbols and motifs used in her painting represent. Have the students make a list of three to five significant events, people, and feelings in their life and determine symbols to use to represent them. As they think about their own lives project more of Kahlo’s illustrations paintings found in the book. The students create a self-portrait using symbolism. After completion the students share their chosen symbolism and compare and contact their symbolism to Kahlo’s. Conclude the activity leading an over arching discussion of the students' and Kahlo’s work.