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Found 543 Collections

 

Autumn Mountains, after Wang Yuanqi (Translation)

Wu’s Landscapes of Southern China: A master of literati painting in the late Qing dynasty, Wu Yunlai, also known as Wu Zhongyuan, was born in Qiantang (present-day Hangzhou). Trained by his mother in painting, calligraphy, and poetry, Wu producedan outstanding array of works in various mediums from landscape painting on paper or silk to painted ceramic panels. The twelve landscape paintings in this album depict the serene and reclusive scenes of southern China, a subject favored by educated elites. Stylistically these paintings illustrate Wu’s study of early masters and his creative individual style, evident in his vivid use of color and his success in poetry and calligraphy.

Xingyu Liu
1
 

Easy PZ: The 3 Ys (Theme: Environmental Issues)

Each Easy PZ collection includes an artwork or museum object and a recorded webinar demonstrating how to use it to develop students' skills with a Harvard Project Zero thinking routine. Supplementary resources provide context relevant to understanding the featured artwork or object.

This collection models the routine "The 3 Ys" with a museum resource from the National Portrait Gallery to encourage learners to discern the significance of a topic in global, local, and personal contexts.

Smithsonian Center for Learning and Digital Access
13
 

Easy PZ: The 3 Ys (Theme: Human Evolution)

Each Easy PZ collection includes an artwork or museum object and a recorded webinar demonstrating how to use it to develop students' skills with a Harvard Project Zero thinking routine. Supplementary resources provide context relevant to understanding the featured artwork or object.

This collection models the routine "The 3 Ys" with a museum resource from the National Portrait Gallery to encourage learners to discern the significance of a topic in global, local, and personal contexts.

Smithsonian Center for Learning and Digital Access
14
 

"Hyphenated Americans": When “Bricklayer Bill” Won the 1917 Boston Marathon, It Was a Victory For All Irish Americans

This collection explores the notion of hyphenated Americans, through the story of one man, William Kennedy, an American of Irish descent, born in New York in the late 19th century, who went on to win the Boston Marathon in 1918. Bill's nephew, in writing about his uncle, said, "When “Bricklayer Bill” Won the 1917 Boston Marathon, It Was a Victory For All Irish Americans." What did he mean?

To aid discussion, included in this collection are images, a cartoon, several articles, a story fro WBUR, and one thinking routine from Harvard's Project Zero Global Thinking - "Step In, Step Out, Step Back" - to "encourage learners to take other people’s perspectives, recognize that understanding others is an ongoing process, and understand that our efforts to take perspective can reveal as much about ourselves as they can about the people we are seeking to understand."

This collection complements chapter 6 ("The Flight From Ireland") of Ronald Takaki's A Different Mirror for Young People: A History of Multicultural America, and supports Unit 2: What is the history?, and Unit 3: Local History and Current Issues, of the Austin ISD Ethnic Studies Part B course. 

#EthnicStudies


Philippa Rappoport
9
 

Distance Learning: Teaching Persepolis

The purpose of this collection is to model for educators distance learning instruction:

  1. using museum artifacts & visual texts to learn/ teach
    • historical/ cultural context for novel study
  2. using Project Zero thinking routines to interrogate text
Sher Anderson Petty
32
 

Easy PZ: Unveiling Stories & Building Culturally Responsive Teaching Practice

Each Easy PZ collection includes an artwork or museum object and a recorded webinar demonstrating how to use it to develop students' skills with a Harvard Project Zero thinking routine. Supplementary resources provide context relevant to understanding the featured artwork or object.

This collection models the routine "Unveiling Stories" with a museum resource from the National Museum of African American History and Culture as a method to help teachers develop their practice of culturally responsive teaching.

Smithsonian Center for Learning and Digital Access
26
 

Easy PZ: Unveiling Stories & Culturally Responsive Teaching with Students

Each Easy PZ collection includes an artwork or museum object and a recorded webinar demonstrating how to use it to develop students' skills with a Harvard Project Zero thinking routine. Supplementary resources provide context relevant to understanding the featured artwork or object.

This collection models the routine "Unveiling Stories" with a museum resource from the National Museum of African Art to support culturally responsive teaching.

Smithsonian Center for Learning and Digital Access
15
 

Planetary Topography

Students get an introduction to the concept of topography and how topographic data are displayed with graduated colors. Students practice visualizing and translating map-view data into side-view topographic profiles of various features. Then, with this background, students examine real topographic data from four planetary bodies in the solar system and interpret this data to answer questions about each planetary body. 

Students will:
  • Understand that topography is a 2D representation of a 3D feature, the elevation of a surface.
  • Read and analyze topography data to find what’s high and low in elevation.
  • Visualize the shape of a land form or feature based on its topography.
  • Interpret real planetary topography data to answer questions.
  • Explain how topography data is useful, both on Earth and other planets.

Keywords: #airandspace, National Air and Space Museum, NASM, topography, maps, Mars, Venus, Earth, Moon

National Air and Space Museum Smithsonian
18
 

Weathering, Erosion, and Deposition

This collection explores the processes of weathering, erosion, and deposition and how they appear on Earth and Mars.

Students will:

  • Understand the processes of weathering, erosion, and deposition and how it creates soil.
  • Apply what they know about weathering, erosion, and deposition on Earth and apply it to landforms on Mar and draw conclusions about its past and present.
  • Present an argument for why Mars had liquid water in large quantities in its past. 

Keywords: #airandspace, National Air and Space Museum, NASM, Earth Science 

National Air and Space Museum Smithsonian
23
 

Tornadoes

This collection looks at tornadoes, how they form, how they are measured, and includes a hands-on activity and a design challenge.

Students will:
  • Understand the properties of tornadoes.
  • Understand how tornadoes form a funnel-shaped mass of air.
  • Understand that engineers design and build structures to withstand tornado damage.

Keywords: #airandspace, National Air and Space Museum, NASM, natural disaster, planning, 

National Air and Space Museum Smithsonian
15
 

Flight School Math Collection

This lesson focuses on the four forces of flight and the control surfaces of aircraft.  It applies these concepts  to activities with a free flight simulator where students can practice landing and maintaining correct glide scope on final. 

Students will:
  • Understand how axes of flight, controls surfaces, flight controls, and aircraft instruments are used to control a plane during approach and landing. 
  • Practice flying an aircraft using flight controls and instruments. 
  • Use math to determine the best approach to a runway for landing.
  • Apply their knowledge of flying an aircraft to use a flight simulator to practice how to approach and land at an airfield.

Keywords: #airandspace, National Air and Space Museum, NASM

National Air and Space Museum Smithsonian
14
 

Engineering Mars Spacecraft

This collection presents information on the different types of space craft that have visited Mars, what they were designed to study, and some of the instruments that were designed to complete their data collection.  It is organized to include pre and post-visit activities to accompany a visit to the National Air and Space Museum in Washington DC.  An alternative app is suggested for those who are unable to visit the museum.

Students will: 

  • Identify engineering design requirements based on a description of what a spacecraft should be able to do.  
  • Compare the characteristics of the described spacecraft to models of actual spacecraft, determine how well the actual spacecraft meets the design requirements. 

Keywords: #airandspace, National Air and Space Museum, NASM, engineering, Curiosity, Opportunity, Viking, orbiter, lander, rover, 

National Air and Space Museum Smithsonian
22
 

Air and Space Symbols

This collection explores our nation's symbols and how mission and squadron patches incorporate symbolism in their design.  Students are then encouraged to create their own patch.

Grade 1 Social Studies: Civic Values 1.2

Students identify and describe the symbols, icons, songs, and traditions of the United States that exemplify cherished ideals and provide continuity and a sense of community across time. 

Keywords: #airandspace, National Air and Space Museum, NASM, patch, logo, symbol, Tuskegee airmen, 

National Air and Space Museum Smithsonian
21
 

NMAAHC's Press Play on History: African Americans during the First World War (1914 - 1918)

In this day and age, themed playlists are everywhere. Themed playlists are filled with songs that represent someone’s interpretation of the theme. This is similar to how historians choose the objects that fill the galleries within museum exhibits. The objects in the exhibit help support the historian’s interpretation of the exhibit’s topic.

Historians produce their interpretation of history after analyzing (questioning) primary sources. Primary sources are the raw materials of history. A primary source is anything created by the historical subject, or anything created or existed during the historical period of study.

In this Learning Lab, you will analyze sixteen primary sources by performing a close reading. Then, you will interpret the primary source by choosing a song (any song from any period, genre or artist) you believe connects it to the theme of the historical experience of African Americans on the home front and front lines during the First World War (1914 - 1918).

At the end of the Learning Lab, watch a preview of our newest temporary exhibit "We Return Fighting," focused on the African American experience in the First World War.

Keywords: NMAAHC, African American, press, historian, world war one, Jim Crow, segregation, military, Europe, officers, soldiers, 92, 93, 369, Harlem Hellfighters, We Return Fighting, 1914, 1915, 1916, 1917, 1918

National Museum of African American History and Culture
30
 

Analyzing Images: Everyday Essential People

In times of crisis, who is considered an essential worker? What jobs are considered essential to keep society functioning? We have searched our collections for historical images to highlight and celebrate those who are necessary to keep society functioning. 

These images may be viewed leisurely, or for a deeper dive, use the questions provided under the "How to Analyze an Image" square. Once you have finished viewing the images, make sure to consider the final reflection questions located in a square at the end of the Learning Lab.



Keywords: African American, NMAAHC, images, every day, black, history, essential, analyze, workers, labor

National Museum of African American History and Culture
31
 

New Jersey Principals and Supervisors Association (NJPSA) Arts Integration Planning Tool

Using a sample lesson "The Blues and The Great Depression" provided by the New Jersey Principals and Supervisors Association (NJPSA) as a model, this collection demonstrates how the Smithsonian Learning Lab can be a useful tool to curate digital resources that support a lesson for arts integration.

In this lesson, students will learn about the structure and content of the blues using songs from the 1930s and the Great Depression.Students will brainstorm circumstances of the Great Depression and use those ideas to create an original blues song from the point of view of someone living during the Great Depression.

Essential questions: 

● How does blues music reflect the challenges of poverty for the African-American experience during the Great Depression?
● How do images and songs reflect the emotions of the African-American experience during the Great Depression?


The original lesson was created by the New Jersey Principals and Supervisors Association (NJPSA) and included in their Arts Integration User Guide for NJ Educators and Practitioners, starting on p. 90 (http://njpsa.org/documents/EdLdrsAsSchol2018/artsintegrationWorkbook2018.pdf).

Ashley Naranjo
23
 

Animal Masks

Allow small groups to "see/think/wonder" about a mask image:  Look and describe what you see. Based on what you see, what do you think the mask is for? What do you wonder about the mask (or want to learn about the mask)? Then allow students to click the Information button to learn more. Groups can report out to the whole class.

Facilitate a discussion with students using some open ended questions:

  • Why do people make and wear masks?
  • What can be hidden or revealed using a mask?
  • What might a mask symbolize or stand for?
  • If you were to design a mask for a special purpose, what would it look like?

Direct students to sketch their ideas to plan for creating a mask.



Jean-Marie Galing
10
 

Lessons in the Language of the Suffrage Movement

__________________________________________________________________________________________________

19th Amendment: 

Women’s Right to Vote

Passed by Congress June 4, 1919. Ratified August 18, 1920

The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex.

Congress shall have power to enforce this article by appropriate legislation.


__________________________________________________________________________________________________

2020 marks the 100th anniversary of the 19th Amendment. 

The suffrage movement of the mid-nineteenth century, recognized today as the first wave of “feminism,” continues to influence and inspire the ongoing struggle for women’s rights. Many of the methods and strategies of our early pioneers serve not only as inspiration, but, as a model for effective communication that is still relevant today. 

“Man was given an eye for an ear.” 
  — Marshall McLuhan, The Medium is the Massage

The pioneers of the suffrage understood the power of the visual message. Their use of color, branded collateral, such as badges, banners, ribbons, and the promotion of their political messages, through the traditional means of posters and postcards, drew attention and created a precedent for protesting copied around the world by other political movements, including today. 

These pioneering women used simple language and ‘conversations’ in an attempt to educate people about the injustices of the legal system. These messages were often hand generated in a vernacular manner. The poster, in particular, proved informative, accessible, and an effective medium for the dramatization of a specific point of view. 

This collection serves as a brief visual research of language and methods of communication of the suffrage. Through a formal and conceptual investigation of hierarchy and composition using the timely messages of the suffrage, students will explore the process and historical method of poster making, the letterpress printing process. 


_________________________________________________________________________________________________

DESCRIPTION/PURPOSE: 

Students will explore the vocabulary of the Women’s Voting Rights Movement through a series of typographic letterpressed permutations. Students will identify and explore themes that are different, as well as those that have remained the same for any disenfranchised individuals in the United States. 

Each student is to choose one of the quotes provided in the presentation or find a relevant quote of the time. This will serve as the content for the typographic studies. Depending on the students’ concept for the poster, additional research and text may be required. 


_________________________________________________________________________________________________

PHASE 1: Typographic Interpretations

Design a poster representing one of the historic statements of the suffrage. Your poster can remind people of the amendment’s original purpose and importance and/or raise awareness about a particular issue related to the amendment. There are plenty of high profile issues in the news now that directly relate this amendment. Your audience is college students.

“ All typefaces serve fundamentally the same purpose: to communicate. The purpose behind the communication –
  for 
example, to inform, to entertain, or to persuade – is expressed, in part, by the typeface chosen. As the
  communication 
objectives change, so might the typeface.”   – Willi Kunz


Typographic Process and Checklist

1      review content – reading/understanding.

2      search for inherent structure/patterns/rhythms within the text.

3      develop preliminary plans for hierarchical structures.

4      sketches – create quick but meaningful “road maps” of your thoughts.

5      develop concepts of “center and support” configurations.  

6      construct preliminary, secondary & tertiary alignments.

7      form constellations that house sub-thoughts within the text (grouping info.).

8      consider/reconsider overall composition while thinking about “activating the edge.”

9      play against the viewer’s expectations.

10    legibility (clarity and efficiency in reading) vs. readability (pleasure and interest in reading)– Willi Kunz 


_________________________________________________________________________________________________

PHASE 2: Type & Image Interpretations

Learning Objectives:

+ Integrate text + image using the four methods described in the book Type, Image, Message by Skolos + Wedell
+ Recognize the design opportunities that come with using type as an image


Type, Image, Message by Skolos + Wedell
Separation, Fusion, Fragmentation & Inversion

Separation – when the type & image operate independently. Reinforce messages. Type spaces & image spaces.

Fusion – when the type and image blend to form a unit. Type & image connected by perspective—blend 2 plus things that aren’t usually associated. Conceptually connected. Political or poetic statement. Metaphor

Fragmentation – when the type & image disturb or disrupt each other. Torn, divided, uneven, disparate. Scale, color, complication. Unpredictable, random, animated, energized message.

Inversion – form of fusion when type & image trade places & the type takes on pictorial properties or the image takes on type qualities. Harmonious. Type as photo, or hyper-realistic. Letters as frames for images.


__________________________________________________________________________________________________

DELIVERABLES

• Two 14 by 17 inch letterpressed posters. One typographic solution. One type and image solution.
• Printed in 2- 3 color
• Quote selected must be included (but does not need to be the primary read)


__________________________________________________________________________________________________

Brenda McManus
Assistant Professor  | Art Department | Pace University-NYC   

Co-Founder
BRED | a collaborative design lab
www.brednation.com
Instagram: bred_letterpress


 

Brenda McManus
96
 

Representational, Abstract, or Nonrepresentational?

Introductory Activity: Print image cards for small group collaboration. Students will sort images into three categories:

  1. Representational Art (realistic imagery)
  2. Abstract Art (recognizable imagery that does not reflect actual appearance)
  3. Nonrepresentational Art (does not represent a depiction of the physical appearance of people or objects)

Formal Analysis Activity: 

Choose a few images to compare and contrast: How did the artist use line, shape, color, balance, repetition, or overall composition to convey

  1. The illusion of movement or rhythm
  2. Visual tension
  3. A mood or feeling

NOTE: pdf file of these images is meant to be printed front-to-back so that citations will appear on the reverse side of each image. 


Jean-Marie Galing
25
 

Re-Imagining Migration DC Seminar Series, 2019-2020: Session 4

What does it take to prepare our youth for a world on the move with quality?

This collection is the fourth in a series of five created to support the Re-Imagining Migration DC Seminar Series, held between December 2019 to May 2020. The seminar series is led by Verónica Boix Mansilla, Senior Principal Investigator for Harvard Graduate School of Education's Project Zero, and Research Director for Re-Imagining Migration, with in-gallery experiences provided by educators from the Smithsonian American Art Museum, the National Museum of American History, the National Portrait Gallery, the Smithsonian Center for Learning and Digital Access, and the National Gallery of Art.

This set of collections is designed to be dynamic. We will continue to add material, including participant-created content, throughout the seminar series so that the collections themselves can be used as a type of textbook, reflecting the content, development, and outputs of the full seminar series. Please check back to the hashtag #ReImaginingMigration to see a growing body of materials to support educators as they strive to serve and teach about human migration in relevant and deep ways.

In this session, held online while we are all home social distancing in the time of COVID-19, we will

* examine how immigrant origin youth may be experiencing the epidemic

* experiment with a set of revised socio-emotional thinking routines, and

* gather your input about the ways in which Re-imagining Migration together with the Smithsonian Learning Lab and the National Gallery of Art can support you as you prepare to engage students in digital learning.

#ReImaginingMigration

Re-imagining Migration
29
 

The 1920s: A Decade of Change

This playlist on the 1920s is designed for self-guided learning with intermittent check-ins for middle school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as online exhibitions, videos, and written texts. Students can complete the tasks online by connecting through Google classroom for each formative and summative assessment.

By the end of the week, students will create an original art piece to express their understanding of the social, cultural and economic changes of the 1920s. 

  • Formative assessments are represented by a chevron (Learning Check Ins and Daily Check Ins).
  • Google Doc versions of all formative and summative assessments are in the tiles immediately after the digital versions. 
National Museum of American History
64
 

Teaching for Community without a Classroom: Leveraging Digital Museum Resources for Distance Learning

This collection serves as a companion resource for the Community Works Institute conference series, Teaching for Community without a Classroom. 

The session will introduce participants to the Smithsonian Learning Lab, a free platform that gives users access to millions of digital resources from across the Smithsonian and beyond, as well as the tools to create interactive learning experiences with them. This session will also include an activity exploring Luis Cruz Azaceta's "Shifting States: Iraq" to help students think critically and globally, as well as techniques to consider personal experiences and their connection to museum resources.

Included here are an image of the work from the Smithsonian American Art Museum, an explanatory video with curator E. Carmen Ramos, two  Thinking Routines - "See, Think, Wonder" and "The 3 Y's" - from Harvard's Project Zero Visible Thinking and Global Thinking materials, examples of activities using museum objects and personal stories, and supporting materials. This collection is adapted from a larger teaching collection on the same theme (Luis Cruz Azaceta's "Shifting States: Iraq" ( http://learninglab.si.edu/q/ll...), that includes extension activities. 

This collection was co-created with Matthew Decker, Jamie Gillan, and  Tess Porter.  

Keywords: #CommunityInVirtualEd, #LatinoHAC, Latinx, Latino, global competency, competencies, CWI, 3ys

Philippa Rappoport
24
 

Shaping America: Exploring Portraiture from the Colonial Era to the Civil War

Meet the politicians, reformers, inventors, authors, soldiers, and others who shaped the course of American history from the Colonial Era through the Civil War. Students will analyze portraits to learn about the diverse and significant contributions to American society made by individuals in the National Portrait Gallery’s collection.

#NPGteach

Objectives: After completing this lesson, students will be better able to:

  •  Identify important Americans and analyze their contributions to U.S. History
  • Identify key components of a portrait and discuss what we can learn about the sitter through these components

Keywords: Colonies, Revolutionary War, Westward Expansion, Civil War, Abolition, Suffrage

Nicole Vance
68
 

Conducting an Oral History: Tips from Across the Smithsonian

Oral history is a technique for generating and preserving original, historically interesting information – primary source material – from personal recollections through planned recorded interviews. This collection includes tips for conducting your own oral history from a student journalist and a historian, guides with suggestions for setting up your own interview, and recorded oral histories from key moments documenting a range of events in 20th century history. 

Recommended questions to consider with this collection of resources: What is the purpose and value of oral histories in relation to understanding historic events?  How do oral histories compare to other sources of information? How can what we learn in school help us understand and process the experience of today, in the context of history? What is our responsibility to document, reflect, and advocate? 

Ashley Naranjo
15
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