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Ashley Naranjo

Manager of Educator Engagement and Strategic Partnerships
Smithsonian Institution
Smithsonian Staff
Manager of Educator Engagement and Strategic Partnerships

Ashley Naranjo, M.Ed. is a museum educator, specializing in the use of digital resources for teaching and learning. She currently manages distance learning initiatives and education partnerships for the Smithsonian. She has developed and implemented professional development opportunities for teachers, librarians and fellow museum educators since 2011. Before coming to the Smithsonian, she has had experiences in education in both formal and informal learning spaces: as an ESOL instructor for adults, a middle school teacher in the humanities and a summer programs administrator. She holds a B.A. in Human Development (Developmental Psychology) from the Lynch School of Education at Boston College, where she was a research assistant and independent study student in the Laboratory of Thinking, Learning & Cognition in the Arts. She completed a M.Ed. in Learning Design and Technology from the Rossier School of Education at the University of Southern California, with a thesis entitled, “Using Digital Museum Resources in the Classroom”. She is a 2019 graduate of the Getty Leadership Institute’s NextGen of Museum Leaders program.

Email: learning@si.edu | Twitter: https://twitter.com/SmithsonianEdu

Ashley Naranjo's collections

 

My Smithsonian Closet

<p>This collection serves as an example of how you might create your own grouping of objects and visuals that inspire your own fashion choices, while also practicing research skills in mind mapping to improve your online search results.</p><p>Consider the following questions:</p><ul><li>What Smithsonian objects would you put in your closet? </li><li>What surrounds your closet? </li><li>What inspires your closet?</li></ul> <ol><li>Learn more about this #SmithsonianEdu Challenge prompt by reading this blog post, featuring collections created by three previous Cooper Hewitt National Design Award winners <a href="https://s.si.edu/EduChallengeCloset">https://s.si.edu/EduChallengeCloset</a></li><li>Try it out for yourself. How might mind mapping search terms provide unique search results and serendipitous finds for your own collection response? How can these objects inspire creativity? How can these visuals help tell a story? </li><li>Add <a href="https://learninglab.si.edu/search/?f%5B_types%5D%5B%5D=ll_collection&st=%23mysmithsoniancloset&s=updated_at_desc&page=1">#MySmithsonianCloset</a> to your collection description and it will be added to a growing list of collections in response to this prompt. </li></ol>
Ashley Naranjo
36
 

Go-go: The Heartbeat of Washington, D.C.

<p>This thematic collection includes videos of performances, oral histories and short articles to support opportunities for listening, evaluating and connecting to Go-go music. These resources could be integrated into lessons and activities, supporting a deeper understanding of historical and social context for a genre of music originating in Washington, D.C.</p> <p></p> <p>Keywords: DCPS, Chuck Brown, oral history, performance, concert, music, #DontMuteDC, Gogo, Go go</p>
Ashley Naranjo
8
 

Street Art: Local Washington, D.C. and Global Examples

<p>This thematic collection includes articles, interviews, images and online tours to support opportunities for exploring the relationship between visual art, attention seeking and attention getting. These resources could be integrated into lessons and activities, supporting a deeper understanding of street art both locally in Washington, D.C. and globally.  Featuring artists' response to COVID-19.</p> <p></p> <p>Keywords: DCPS "Somethin' Like a Phenomenon" visual arts unit, street art, stencil making, spray paint, graffiti, public art, mural</p>
Ashley Naranjo
6
 

Statue of Liberty and Symbolism

<p>This collection includes a variety of representations of the Statue of Liberty--as a protest object, on an environmental campaign poster, on a postage stamp, and as a symbol used on patterned clothing. In small groups, learners will apply three scaffolded Visible Thinking Routines to a resource of their choice. First, they will use a "See, Think, Wonder" thinking routine to note their observations and interpretations as well as anything about which they are curious. Next, they will analyze the resource using the "Layers" thinking routine. As an optional step, they could also consider the artist or creator of the object's point of view/perspective in creating the resource, with the "Step Inside" thinking routine. Finally, they will create an artwork or representation that depicts a cause that is important to a community of which they are a member.</p> <p>A final item from the American Jewish Historical Society includes information on a student contest running from September 2019 until May 2020, where students create a new poem based on Emma Lazarus' s"New Colossus" on the Statue of Liberty.</p> <p>#visiblethinking</p>
Ashley Naranjo
27
 

Larry Itliong: Breaking Barriers in the Labor Movement

<p>Larry Itliong (October 25, 1913- February 8, 1977) was a Filipino American labor organizer. Itliong immigrated to the United States in 1929 at the age of fifteen. He worked throughout the country as a farm laborer and in the salmon canneries of Alaska. In response to oppressive treatment of Filipino farmworkers, Itliong organized labor strikes. He contacted Cesar Chavez and asked Mexican farmworkers to join the strike with Filipino farmworkers. He believed that all workers had to stand together in their fight for justice. The National Farm Workers Association (NFWA) voted unanimously and Mexican farmworkers joined Filipino farmworkers in the Great Delano Grape Strike. A year later, AWOC and NFWA merged to become the United Farm Workers (UFW). The Delano Grape Strike lasted for five years. As director of the UFW, Chavez took the limelight, but co-founder and former assistant director Larry Itliong has been cast in the historical shadows.</p> <p>The media and sources in this collection can be used alongside the <em>National History Day SEARCH Historical Context Graphic Organizer</em> and the <em>Ethnic Studies Praxis Story Plot </em>from the Journey for Justice Teachers' Guide. Both resources help students think critically about Larry Itliong's life, accomplishments and activism and help provide context for the labor movement more broadly.</p> <p>#NHD #NHD2020 #EthnicStudies *This collection was created to support Unit 2: What is the history?, <em>Civil Rights Movements </em>of the Austin ISD Ethnic Studies Part A course.</p> <p><em>This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center. </em><br /></p>
Ashley Naranjo
11
 

Identifying Bird Beak Types through Robert Ridgway's Drawings

<p>Birds' beaks tell a lot about them, especially where they find their food and how they eat it. This collection includes a bird curator’s drawings that clearly show the different kinds of beaks, which evolved because they are good for breaking seeds, catching insects or filtering out shrimp or algae.</p> <p>Keywords: scientific illustration, sketches</p>
Ashley Naranjo
18
 

Aral Sea: Exploring Change Over Time with Satellite Imagery

This teaching collection includes maps and satellite images, complemented by image interpretation guides and related magazine articles, for students to discover what natural causes and human impacts have had consequences for the Aral Sea. The Aral Sea has been a continuously shrinking body of water over the last 50 years after the rivers that fed into it were diverted by irrigation projects. Learn what you can discover by annotating change through satellite imagery.
Ashley Naranjo
17
 

Practice Telling Time

<p>This collection includes a variety of images of clock faces to use with young learners who are practicing skills in telling time with analog clocks featuring Arabic numerals. Teachers can use these images to help students tell and write time to the nearest minute.  The images range from clocks in isolation to clocks used in artworks and finally, clocks in context through photography. Additional resources are included to provide further teaching context on the concept of time.</p>
Ashley Naranjo
25
 

Learning to Look: Letter from Artist Yasuo Kuniyoshi, after the Japanese Attack on Pearl Harbor

<p>This collection includes student activities and learning to look questions, as well as additional teacher resources for extending the lesson. Students will use the primary sources to understand the changing perspectives and perceptions of Japanese Americans in the World War II era.</p> <p>Keywords: Japanese Incarceration, George Biddle, Franklin D. Roosevelt, WW2, WWII, analysis, written response, essay, text, Max Yavno, Pearl Harbor, Works Progress Administration (WPA)</p> <p>#APA2018 #EthnicStudies</p> <p><em>#historicalthinking</em></p> <p><br /></p>
Ashley Naranjo
12
 

Smithsonian Video Resources in American Sign Language

This collection includes a growing number of educational video resources in American Sign Language, including the ArtSigns series from the Smithsonian American Art Museum, the story behind an unusual object at the National Museum of American History, the Two Inch Universe from the Chandra X-Ray Observatory, as well as a performance from the National Museum of American Indian, and storytelling at the Smithsonian's Folklife Festival.
Ashley Naranjo
39
 

Santa Claus: Comparing Evolving Imagery and Text

<p>This collection gathers depictions of Santa Claus from ads, paintings, photographs, stamps from 1837 to today. Also, includes analyses of his evolving image from the Smithsonian Magazine and the National Museum of American History blog. How does the description of Santa in the Christmas poem, "A Visit from St. Nicholas" compare with the images that follow? Includes a discussion question extension: How might you revamp Christmas stories to better reflect the time and country that you live in?</p> <p>Keywords: Saint Nicholas, holidays, poetry</p>
Ashley Naranjo
26
 

Conflict, Identity, and Place in American Art (2019)

<p>This collection contains a selection of artworks related to the themes of conflict, identity, and place.  Teachers can use these artworks for a variety of purposes; here, we use them as a catalyst for discussion, with an extended version of <a href="https://learninglab.si.edu/resources/view/1056333" target="_blank">Project Zero's See, Think, Wonder</a> thinking routine.  In small groups or as a classroom, have students select one artwork they find meaningful or interesting and discuss the following:</p> <ol><li>Why did you pick this artwork?  </li><li>What do you <em>see</em>?  Name specific aspects of the artwork you notice.</li><li>What do you <em>think </em>about what you see?</li><li>What does this artwork make you <em>wonder</em>? </li><li><em>Optional</em>: How might the artwork connect to the themes of conflict, identity, and place?</li></ol><p> </p> <p>This Smithsonian Learning Lab collection contains artwork selected by <a href="https://learninglab.si.edu/profile/666" style="background-color:rgb(63,63,63);">Phoebe Hillemann</a>, Teacher Institutes Educator at the Smithsonian American Art Museum, featured in the 2019 Smithsonian American Art Museum Summer Institute for Teachers, "Teaching the Humanities through Art."  <br /></p> <p>These artworks serve as foundational museum resources in lesson concepts that are accessible by searching the Smithsonian Learning Lab with the hashtag: #SAAMTeach.</p>
Ashley Naranjo
40