Found 696 Learning Lab Collections
This collection is intended to further educate viewers on the architecture and art in the Classical period using multiple resources as well as the Robert & DiYanni text, Arts and Culture, An Introduction to the Humanities (2012).
Throughout this collection readers will get a glimpse of the start of Classical architecture and how it came to be, how art lined the walls of these buildings and how art through architecture was developed. With that, readers will be able to engage and visualize today's architectural structures and how that culture influences today compared to those between the Medieval times to Modernism. They will also have the ability to recognize the true and inner beauty that lies in this architecture, amidst the chaos that regularly occurred there on a day to day basis. The truth will always remain beautiful even when it doesn't seem that way.
This collection is available for those wanting to see the beginnings of the classical art and it's influences from the medieval times up until modernism and will provide a better visual understanding that before the beauty of what architecture is today, there was once beauty at the start of it all and that remains throughout the years, just presented in different forms.
Art provides a pathway for individuals to express their inner self while also capturing the outer—this great wide world so intricate it's difficult to define. Throughout history, humans have sought to comprehend both their environment and their own inherent cultural uniqueness. This search has become symbolized in their artistic accomplishments and aesthetic heritage. Whether through representations of specific individuals and the human figure or awe-inspiring works of architecture, these art pieces are a window into the creative core of our past.
In this collection, we will observe the ways in which the soul/spirit has been expressed in art, and how human creativity sheds light upon both individual and cultural identities and its varied interpretations throughout the ages. This collection is organized in three symbolic steps on a stone staircase entitled "The Stone Path of Eternity." To truly travel through each piece, I have included an image, a brief description of the work under information, and then, signified by the yellow (1) above, I've provided my own analysis and interpretation of the piece in its relationship to the collection theme.
Through lingering through the "Stone Path of Eternity," which is represented by the first two tiles, we will from one stone to the next in seeking the many ways in which the soul's expression can be defined.
In Stone Number One, "The Spirit's Encased Construct," we'll see how architecture and large-scale artistic projects merge to reflect both cultural identity and the individuality of their leaders through works from ancient Babylonia, Egypt, the Byzantine Empire and into the combinations made possible by the aesthetic innovations of modern times.
Shifting step to Stone Number Two, "Human Identity Immortalized in Matter," we delve into the ways in which the human figure is represented and what these images can share with us in terms of the varying levels, purposes, intentions behind the artist's created expressions and impact of depicting the Spirit on Earth. This idea is exemplified in creations ranging from the Paleolithic period to modern times, with examples from Egypt, Ancient Greece, the Italian Renaissance and the 20th century popular culture.
Finally, in Stone Number Three,"Individuals and Spirituality Entwine," we step into the door of the spirit directly, traveling through the many methods which cultures apply in trying to simultaneously convey and understand what realms are in union with and beyond this life. Some cultures who address this idea in their artistic tradition are seen in instances of Egyptian art and work from ancient and Hellenistic Greece, as well as both the Italian Renaissance, Northern European Renaissance, and contemporary Western art.
The intended audience for this collection is just as varied as my subject matter. Those who might be drawn to this collection are people attracted to the enigmas of life and death, who have questioned their place in society and the mysteries this world has to hold, and are curious to know more about how, historically, cultures have related to these probing questions—for, as you will see, they certainly have existed as long as humans have walked the earth. No matter if you're in high school, college, or beyond formal education, I hope you will find my musings on these artworks and their meanings compelling and thought-provoking.
Renowned artist and poet William Blake once wrote, "To see the world in a grain of sand, and to see heaven in a wild flower, hold infinity in the palm of your hands, and eternity in an hour." From the most abstract art to the remarkably realistic, there is always an image of ourselves, in the an esoteric sense, waiting to be found within. With its timeless method, Art seeks to create a definition for this all-encompassing and ever-evading essence and I hope to continue that quest with you as we explore this collection. #AHMC2019
My aunt remembers sitting at the kitchen table as a child while her parents, my grandparents, read the Yiddish newspaper, Der Tag. Often one would start crying, saying, nishta ("gone"), "this one nishta; that one nishta," in response to the paper's lists of towns in Europe overrun by the Nazis.
This collection examines the US response to the Holocaust, pairing historical documentation with four thinking routines from Harvard's Project Zero Global Thinking and Agency by Design materials - "Unveiling Stories," :Think, Feel, Care," "The 3 Y's," and "Circles of Action," - to prompt students to ask important questions about our individual and collective responsibility to humanity.
Included here are photographs, documentation, and resources from the National Museum of American History and the United States Holocaust Memorial Museum (USHMM), including a teaching resource and USHMM's online exhibition, Americans and the Holocaust, which examines "the motives, pressures, and fears that shaped Americans’ responses to Nazism, war, and genocide." Examined with thinking routines from Harvard's Project Zero Global Thinking and Agency by Design materials, students will explore complex and deeply troubling issues that continue to have relevance today.
This collection complements chapter 14 ("World War II and America's Ethnic Problem") of Ronald Takaki's A Different Mirror for Young People: A History of Multicultural America, and supports Unit 1: Intersectionality of Economics, Politics, and Policy, and Unit 3: Local History and Current Issues, of the Austin ISD Ethnic Studies Part B course.
In this collection, I am exploring the connections between storytelling and art. I will also look at the connection of storytelling to neuroscience and the effects of storytelling on the human brain. I will be referencing the work of Will Storr (The Science of Storytelling), neuroscientists, psychologists and resources from institutions such as the Smithsonian, The National Gallery of Art, The British Museum, National Geographic, and the J. Paul Getty Museum. I will look at how artists use content, meaning, and context to create narrative within their particular medium.
Research suggest that language developed as a way to convey "social information", gossip. Furthermore, it is documented that curiosity kicks the dopamine reward signal in the human brain. Will Storr in his 2019 book, gorgeously researched and perfectly titled The Science of Storytelling tells us that psychologist Jonathon Haidt says the brain is a 'story processor' not a 'logic processor'. All of this tells us that humans are hardwired to tell and receive stories.
How do artists tell stories? Both Storr and Kidd tell us that psychologist Dr. George Lowenstein asserts there are four ways to induce curiosity in the human brain: questions or puzzles; a sequence of events without revelation of the "end"; "violation of expectations that triggers a search for an explanation"; or knowing that someone else knows something and you want to know it too. One could almost use these as headings to categorize art and and artistic movements. Artist capture a moment in time that prods human curiosity, in some cases for thousands of years, to create the rest of the story of that suspended juncture.
The audience for this collection might be students of psychology or English. It could be of interest to creators of story including novelists, playwrights, actors, screenwriters, musicians, and visual artists. And anyone interested in what Storr termed as "the science of the human condition".
Will Storr writes, "One benefit of understanding the science of storytelling is that it illuminates the 'whys' behind the 'rules' we're commonly given...Knowing why the rules are the rules means we know how to break them..."
Dunbar, Robin et al. Evolutionary Psychology. One World Publications, 2005.
Kidd, Celeste, and Benjamin Y Hayden. “The Psychology and Neuroscience of Curiosity.” Neuron vol. 88,3 (2015): 449-60. doi:10.1016/j.neuron.2015.09.010
Storr, Will. The Science of Storytelling. London: William Collins, 2019.
This Discovery Theatre original scores big in a musical play about sharing and taking turns, the importance of personal space, and the awesome power of teamwork. Five-year-olds Mika and Casey are aspiring soccer stars and best friends—but they’ve ended up on separate teams! Through a mishap on the field, they discover that helping people is cool, thanks to another kind of 'team'-- of medical stars who make everyone feel great.
Discovery Theater is a pan-institutional museum theater dedicated to bringing theatre to young audiences and general visitors on and off the Mall since 1969. It's time for high adventure as Jojo goes on the lookout for all kinds of fascinating creatures in the wilds of his very own yard. What will he find hidden in plain sight? Come along on the trek as we learn, create, and play in this musical mini-travelogue about the hidden natural world close to home.
Inside this Ancient religious architectures VS. Modern religious architecture collection, I will be showing various religious architectures/buildings from the ancient times vs the modern religious building that we have right now. The purpose of creating this collection is because I want to distinguish the difference between the religious architecture around the world and compare it to what the architectures look like back in the old time, since both are religious building, it both are dedicated to a specific goddess, but their outside look looks totally different. The history of architecture is concerned with religious buildings other than any other type. People use the buildings such as temples, churches, mosques, etc. as a place to worship and sometimes shelter. Those religious architectures are also known as the Sacred architectures, many cultures and countries devoted their resources to their sacred buildings to show their respect for their goddess and to worship them. We don’t just see them in ancient history. Today, there is still building being built in the modern world purely for religious reasons, such as churches and temples. In this collection, I will be showing a mix of modern religious buildings and ancient buildings, I will be comparing the two different centuries architectures through pictures.
This lesson would be taught at the end of the dark romantic literature unit. After exploring the traits of the era, students will be tasked with writing their own haunting story to mimic the authors we've read. They will use Fritz Eichenberg's"Dream of Reason" and a see-think-wonder activity as their starting point and inspiration.
CAMINOS is an immersive; one year long paid internship empowering Austin-area Teens to carve their own path in the creative arts. Students work alongside ESB-MACC professionals on a variety of community oriented activities, projects, and exhibitions.
Inter/sected, was a photo exhibit on display at the City of Austin's Asian American Resource Center July 5 to September 22, 2019, that celebrated the intersected identities of Queer Asian Pacific Americans. The AARC worked with local Austin photographer Ben Aqua. Ben has titled their photo series “Slaysians,” portraits of LGBTQ+ Asians/Pacific Islanders on their Instagram account at @b3naqua. Ben's pronouns are they/them/theirs.
Teachers and students may use this collection to discuss intersectionality, Asian American identities, gender spectrum/non binary, culture and resistance to assimilation, and expressions through art. Articles, photographs, and supplemental film, podcast and archive resources are included for further analysis on queer Asian American experiences in the US.
This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center.
Keywords: asian americans, queer, LGBTQ, intersectionality, gender, queer
Discovery Theater is a pan-institutional museum theater dedicated to bringing theatre to young audiences and general visitors on and off the Mall since 1969.Race to the finish line with two black Olympians who changed history! Soaring music and the exhilaration of world-class sorts inspire us all to greatness in this vivid portrayal of the lives of Jesse Owens and Wilma Rudolph. Watch them overcome childhood illness, infirmity, and poverty to become the world’s fastest man and fastest woman, winning the greatest honor in athletics: the Olympic Gold medal. The John Cornelius II score speaks to the heart and soul of the winner in all of us.
Is American Culture always perceived in the same way by everyone or does it differ from person to person?
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.
Keywords: Japanese Incarceration, George Biddle, Franklin D. Roosevelt, WW2, WWII, analysis, written response, essay, text, Max Yavno, Pearl Harbor, Works Progress Administration (WPA)
This collection explores the necessity, logic, and fairness of the inclusion and/or exclusion of people of history based on gender and/or race.
Looking Using the Puzzle Strategy
Looking using several various strategies.
Easily customization by simply using as an individual or group lesson or by requiring all, some, or one of the additional group portraits.
Researching People and Inventions
Recognizing Bias and Objective Analysis
Understanding the Difference Between Bias and Prejudice
Argumentative Essay Writing (Designed as a timed writing for AP Lang, but the prompt could easily be turned into a formal writing assignment.
Exploring significant events, people, and movements of the 1920s and 1930s through artifacts from that time period.
Find "artifacts" that people used at that time and learn and explain why they were important and how they were used
"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.
Who was Daniel Boone? Was he more than a stereotypical American frontier hero? Explore Daniel Boone and his relationship to the native plant, ginseng, through this collection and series of activities.
Daniel Boone (1734-1820) spent much of his adult life blazing trails through the American wilderness. Through exploration and opening the wilderness, Boone and others were able to exploit its many rich resources, including the profitable plant American ginseng. He rose to the status of American legend, becoming known as someone who braved hardship and danger to bring the earth's resources to the market. The legend of Daniel Boone and his-lost-ginseng illustrates the way such stories can reflect historical fact. But become exaggerated or distorted through many generations of story tellers, and, now, via the internet. History and fiction become intertwined.
While the days of American pioneers are long gone, people still search for and gather wild ginseng in the mountainous regions that Boone frequented. Learn more about Boone's adventures and American ginseng throughout this collection. Be sure to click the Information icon to learn more about each item.
To learn more about Daniel Boone and his efforts to explore the wilderness, visit the Learning Lab collection -The Wilderness Road- .
Subject: AP Language, Rhetorical Analysis
This collection features portraits (some that can be used for comparing and contrasting) for studying and practicing usage of the rhetorical triangle. Students may also SOAPSTone the images.
- Students will observe different portraits.
- Students will analyze different portraits using the rhetorical triangle.
- Students will recall lessons from history to apply background knowledge to the analysis.
This collection was created in conjunction with the National Portrait Gallery's 2018 Learning to Look Summer Teacher Institute.
This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day 2020, "Breaking Barriers in History."
These resources—including photographs, objects, portraits, lesson plans, and articles—explore how individuals overcame barriers during and following their service in the U.S. military. Resources address how issues of race and gender operated as barriers to equal treatment for all those who serve in the U.S. military, as well as circumstances endured by veterans following the end of major wars. The experiences of members of the armed forces during the American Revolution, U.S. Civil War, WWI, and WWII are highlighted; however, other wars and perspectives should be considered when exploring these resources. The second resource of this collection contains questions to help with the analysis of a chosen topic alongside photograph, document, artwork, portrait, and object resources.
By no means is this collection comprehensive; instead, it provides a launching point for further research.
This collection was created in collaboration with the Smithsonian Center for Learning and Digital Access.
Share your National History Day collections and let us know what you think! Write to us on Twitter: @EDSITEment and @SmithsonianLab, #NHD2020. If you publish a collection on your National History Day topic, be sure to enter #NHD2020 in the description!
Tags: military, soldiers, women, African American, Tuskegee, Airmen, Airwomen, war, World War One, World War I, World War Two, World War II, Red Jacket, Tayadaneega, Joseph Brant, Native Americans, American Indians, Horace Pippin, Theodore Milton Sullivan, J.W. Lucus, Buffalo Soldier, Charles Young, Carter Woodson, Willa Beatrice Brown, Bessie Coleman, Airforce, pilots, Jacqueline Cochran, Janet Harmon Bragg, Cornelia Fort, Nancy Love, WASPs, twentieth century, 20th #NHD
A collection of artifacts from which our students will choose an object of study for their first project cycle. Student swill be using historical, scientific, literary, mathematical and artistic techniques to help their chosen artifact tell a story of an encounter in history between two groups and/or cultures.
Can objects have meaning? What is symbolically meaningful in your life? Through photography and text, use aesthetic choices to make your meaning visually strong.
The first image is from the Smithsonian collection. The other images are from students at Horace Greeley High School in Chappaqua, NY.