<p>Looking at three videos that speak about the influences of Hip-Hop artists and how hip-hop is used for activism.</p><p>#SmithsonianMusic<br /></p>

<p>Students will explore issues curators face to keep technology working to display artworks through looking at Nam June Paik’s work. Known as the father of video art, Nam June Paik used Cathode Ray Tube (CRT) televisions as a canvas for this artwork. Students will learn about the properties of the CRT-televisions that are vital for Paik’s work to be shown.  Students will use the graphing application Desmos to make predictions on how many CRT TVs are needed to keep Paik’s work on display so people around the world can enjoy it in person.  <br /></p> <p>This activity is designed for students to work in groups of 2-3 people. For the Desmos part of the activity, the teacher will need to make a copy of the activity and share it with his/her students so the teacher can access the students' work. The teacher can decide to use the Desmos portion of the activity with the students working in groups or individually. </p> <hr /><p><span></span></p> <p>After looking at Nam June Paik's work students will explore Bill Viola's work with Plasma screens TVs as a canvas and problem solve how to adapt his work of the technology to keep it on display for years to come. </p><p>Day 1: Slides 1-7 </p><p>Day 2 (or extension): Slides 8-10 </p><p>Extra resources: Slides 11-13</p> <table><tr><td><p><br /></p></td><td>Student Instructions</td><td>Teacher instructions </td></tr><tr><td><p>Slide 1: Nam June Paik Archive</p></td><td><p>Read the background information on Nam June Paik and the curator John G. Hanhadt </p></td><td> </td></tr><tr><td><p>Slide 2: Thinking Routine description of Parts, Purpose, Complexities. </p></td><td><p>Read instructions</p></td><td><p>Make sure that the students choose one of the pieces to answer questions on slide 4</p></td></tr><tr><td><p>Slide 3: <a href="https://learninglab.si.edu/collections/nam-june-paik/A49K2Rcs2wUzD4Rw#r/151261">Electronic Superhighway</a></p></td><td><p>Student mode</p><p>In groups of 2-3 students will go through the Thinking routine </p><p>Parts, Purposes, Complexity </p> </td><td><p>See <a href="http://www.agencybydesign.org/wp-content/uploads/2014/10/AbD_PPC.pdf">Instructions</a> allow students to share their observations.  </p> </td></tr><tr><td><p>Slide 4: <a href="https://learninglab.si.edu/resources/view/42987#">Megatron/Matrix</a> </p> </td><td><p>Student mode</p><p>In groups of 2-3 students will go through the Thinking routine </p><p>Parts, Purposes, Complexity </p> </td><td><p>See <a href="http://www.agencybydesign.org/wp-content/uploads/2014/10/AbD_PPC.pdf">Instructions</a> allow students to share their observations.  </p> </td></tr><tr><td><p>Slide 5: <a href="https://learninglab.si.edu/resources/view/60579">Cathode Ray Tube for Television</a></p></td><td><p>Go through the hotspots on the CRT, and watch the 5 min video on CRT, explaining the science behind</p></td><td><p>You can also have the students read more history on the inventors. </p><p><a href="http://www.thehistoryoftelevision.com/inventors.html" target="_blank">The history of TV</a></p><p><a href="http://www.interfacebus.com/Electronic_Dictionary_Radar_Terms_CRT.html"></a><a href="http://www.interfacebus.com/Electronic_Dictionary_Radar_Terms_CRT.html" target="_blank">Electronic Dictionary</a></p><p><br /></p></td></tr><tr><td><p>Slide 6: First TV RCA 630-TS </p></td><td><p>Data on the life span of RCA televisions, possibly looking at the amount of Samsung TVs that are needed for Nam June’s artwork.</p></td><td><p><br /></p><p>“Life span and time that it can be used. </p><p>Replacement components </p><p>Back up CRTs</p><p>Commercial use</p><p>20k working hours”</p><p><a href="https://www.youtube.com/watch?v=VwabddDDKfQ" target="_blank">Smithsonian Presentation of Paik's work</a> </p></td></tr><tr><td><p>Slide 7: Desmos activity</p></td><td><p>Students can go to the interactive desmos link, the teacher will have to provide a class code to record the student work. </p></td><td><p>Teachers will have to make a copy of <a href="https://teacher.desmos.com/activitybuilder/custom/5993429464866654c5a176b5" target="_blank">this activity</a> and sign into desmos using google or creating an account. </p></td></tr><tr><td>Slide 8: Bill Viola</td><td>Read information on Bill Viola and watch videos of his work.</td><td></td></tr><tr><td>Slide 9: Thinking routine instructions</td><td>Look at his work, students can also look up the video versions of the work. Imagine if… in the context of how the technology might be altered or the artwork will have to altered to keep the art on display at museums. </td><td>Agency by Design Imagine if Thinking Routine<br /><br /></td></tr><tr><td>Slide 10: Bill VIola's Fall into Paradise</td><td></td><td></td></tr><tr><td>Extra resources<br />Slide 11: </td><td></td><td>Video "Nam June Paik: Art &amp; Process- presented by John G Hanhardt"</td></tr><tr><td>Slide 12:</td><td></td><td>Video on "Conserving and Exhibiting the Works of Nam June Paik: Joanna Phillips"</td></tr><tr><td>Slide 13: </td><td></td><td>Desmos teacher guide</td></tr></table><p><br /></p> <p>The last two slides are extra material for the teacher or the students if they are interested in more of the conservation efforts involving Nam June Paik's work. </p> <hr /><p>Extensions:</p> <p>Students could do research on emerging television technology to make a mathematical function that will predict when the plasma TV will be obsolete. </p> <p>Art project:</p> <p>Students can design an art project that will be displayed using technology. They will have to write installation instructions and possible adaptations to their work for changing or aging technology. </p>

<p>Students will look at geometry in origami as an inspiration to art, design, and innovations in science.<br /></p> <p>Using selected Issey Miyake’s fashion designs and connections to origami this Learning Lab Collection will highlight artworks that are designed in two-dimensional (2D) and three-dimensional (3D) forms, how to plan/engineer for complexity, and how combinations make a difference in the end product.</p> <p><span></span></p> <table><tr><td><p>Description </p></td><td><p>Student Instructions </p></td><td><p>Teacher Notes</p></td></tr><tr><td><p>Slide 1: Collections in Motion: Folding Miyake Tank </p></td><td><p>Watch the video, then answer the questions in the quiz</p></td><td><p>Encourage students to watch the video more than once. </p></td></tr><tr><td><p>Slide 2: 2D paper crane</p></td><td><p>Read about history of the paper crane and cultural significance.</p></td><td><p>These two slides are visualizations that can help students make connections between origami and Miyake’s work. </p></td></tr><tr><td><p>Slide 3: 3D paper crane</p></td><td> </td><td> </td></tr><tr><td><p>Slide 4: Origami instructions for paper crane. </p></td><td><p>Make the crane twice.</p><p>One version keep in the 3D form</p><p>Second version: Unfold and analyze the line features. If you need to you can use a ruler to accent the lines. </p><p>Identify the parallel line properties, types of angles, and any special features of the folds. </p><p>Extensions: Make connections between the folds and the aspects of the crane. </p></td><td> </td></tr><tr><td><p>Slide 5: Collections in Motion: Folding Miyake Long Skirt</p></td><td><p>Watch the video, then answer the questions in the quiz, and sketch a rough draft of the 2D plan for the skirt. </p></td><td><p>Students can watch the video of the skirt a couple of times, answer the questions in the quiz and sketch the skirt. Remind the students that it does not have to be perfect. The goal is to identify the shapes used. </p></td></tr><tr><td><p>Slide 6: In-Ei Mendori</p></td><td><p>Students will interview each other and make predictions of what the 2D version of the sculpture will look like. </p></td><td><p>It is important that they complete the quiz before advancing to the next slide. </p></td></tr><tr><td><p>Slide 7: In-Ei Mendori</p></td><td><p>Students will evaluate their prediction of the sculpture. </p></td><td><p>Possible point for class discussion. </p></td></tr><tr><td><p>Slide 8: Thinking routine</p></td><td><p>With your group members answer the questions for one of the Miyake designs. </p></td><td> </td></tr><tr><td><p>Slide 9: 40 under 40: Erik Demaine</p></td><td><p>Watch the video of folding.</p><p>Read Erik Dermaine’s short biography and research interests</p></td><td><p>Students will read about Dermaine’s interests and do some research on the applications of geometry. </p></td></tr><tr><td><p>Slide 10: Science Innovations</p></td><td><p> Watch the video on science innovations. </p></td><td><p>Lead a discussion on the aspects of origami and the importance in problem solving in science. </p></td></tr><tr><td><p>EXTENSIONS</p><p>Slide 11: Fold it website</p></td><td><p>Connections between biology and origami. </p><p>Read through the website and use the folding tool. </p></td><td><p>Students could make proteins with origami paper and analyse the different line properties and relationships that are on the paper after unfolded. </p></td></tr><tr><td><p>Additional resources</p></td><td> </td><td><p>Documentary on origami- teachers can watch for more background information or use clips during the lesson. </p><p>Article: <a href="http://www.opb.org/artsandlife/article/folding-paper-explores-art-history-and-application-of-origami/">http://www.opb.org/artsandlife...</a></p></td></tr></table><p><em>#visiblethinking</em></p>

<p>Students will look at geometry in origami as an inspiration to art, design, and innovations in science.<br /></p> <p>Using selected Issey Miyake’s fashion designs and connections to origami this Learning Lab Collection will highlight artworks that are designed in two-dimensional (2D) and three-dimensional (3D) forms, how to plan/engineer for complexity, and how combinations make a difference in the end product.</p> <p><span></span></p> <table><tr><td><p>Description </p></td><td><p>Student Instructions </p></td><td><p>Teacher Notes</p></td></tr><tr><td><p>Slide 1: Collections in Motion: Folding Miyake Tank </p></td><td><p>Watch the video, then answer the questions in the quiz</p></td><td><p>Encourage students to watch the video more than once. </p></td></tr><tr><td><p>Slide 2: 2D paper crane</p></td><td><p>Read about history of the paper crane and cultural significance.</p></td><td><p>These two slides are visualizations that can help students make connections between origami and Miyake’s work. </p></td></tr><tr><td><p>Slide 3: 3D paper crane</p></td><td> </td><td> </td></tr><tr><td><p>Slide 4: Origami instructions for paper crane. </p></td><td><p>Make the crane twice.</p><p>One version keep in the 3D form</p><p>Second version: Unfold and analyze the line features. If you need to you can use a ruler to accent the lines. </p><p>Identify the parallel line properties, types of angles, and any special features of the folds. </p><p>Extensions: Make connections between the folds and the aspects of the crane. </p></td><td> </td></tr><tr><td><p>Slide 5: Collections in Motion: Folding Miyake Long Skirt</p></td><td><p>Watch the video, then answer the questions in the quiz, and sketch a rough draft of the 2D plan for the skirt. </p></td><td><p>Students can watch the video of the skirt a couple of times, answer the questions in the quiz and sketch the skirt. Remind the students that it does not have to be perfect. The goal is to identify the shapes used. </p></td></tr><tr><td><p>Slide 6: In-Ei Mendori</p></td><td><p>Students will interview each other and make predictions of what the 2D version of the sculpture will look like. </p></td><td><p>It is important that they complete the quiz before advancing to the next slide. </p></td></tr><tr><td><p>Slide 7: In-Ei Mendori</p></td><td><p>Students will evaluate their prediction of the sculpture. </p></td><td><p>Possible point for class discussion. </p></td></tr><tr><td><p>Slide 8: Thinking routine</p></td><td><p>With your group members answer the questions for one of the Miyake designs. </p></td><td> </td></tr><tr><td><p>Slide 9: 40 under 40: Erik Demaine</p></td><td><p>Watch the video of folding.</p><p>Read Erik Dermaine’s short biography and research interests</p></td><td><p>Students will read about Dermaine’s interests and do some research on the applications of geometry. </p></td></tr><tr><td><p>Slide 10: Science Innovations</p></td><td><p> Watch the video on science innovations. </p></td><td><p>Lead a discussion on the aspects of origami and the importance in problem solving in science. </p></td></tr><tr><td><p>EXTENSIONS</p><p>Slide 11: Fold it website</p></td><td><p>Connections between biology and origami. </p><p>Read through the website and use the folding tool. </p></td><td><p>Students could make proteins with origami paper and analyse the different line properties and relationships that are on the paper after unfolded. </p></td></tr><tr><td><p>Additional resources</p></td><td> </td><td><p>Documentary on origami- teachers can watch for more background information or use clips during the lesson. </p><p>Article: <a href="http://www.opb.org/artsandlife/article/folding-paper-explores-art-history-and-application-of-origami/">http://www.opb.org/artsandlife...</a></p></td></tr></table><p><em>#visiblethinking</em></p>

<p>Through this collection students will learn about how people exposed systemic societal issues to advocate for change in policy and change in thought. The thread that brings these practitioners together is that they slowly looked at the issues, exposed the truth, and did not only rely on data but a combination of people, stories, to back up their claims and advocate for change and education. </p>