Found 849 Learning Lab Collections
Chair design is an excellent example of form and function working together. Some designs favor ergonomics, some favor aesthetics. The best marry the two. Students were challenged to create a chair for a client.
Putting the "A" in STEAM. Can you imagine what doesn't exist but could? Can you visually communicate your vision to others? How can prototyping be used as a tool for exploration, invention and communication.
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.
What are contemporary issues in our world? What is your personal viewpoint on a contemporary issue? Can art be used as an agent of change?
Search for your personal meaning in life. Who are you as an individual person? How do you connect as a member of your community? your country? the world?
This collection will serve as the basis for a series of activities designed to promote global competence and to teach for understanding . Specifically, these activities focus on building competence in the domains of investigating the world and taking action. All of these experiences and tasks will use the concept of "HOME" as their point of nucleation or seed, and as a through-line to connect the students to the material and help them extend the material beyond the classroom.
Resources in this learning lab include:
- A collection of global thinking routines to be applied during these encounters, as well as the rationales and goals for their use.
- An example of thinking routines designed to foster global competence based on Homer's Odyssey (I use the Fagles translation) and the work of contemporary Korean-born artist, Do Ho Suh.
- Suggestions for expansion, further interrogation, and fractal extension, including extension into further abstraction.
- A series of journal entries charting some of the thinking leading to the production of this learning lab.
- A padlet including documentation of my thinking process and some photos of other pieces by Do Ho Suh: https://padlet.com/debic_mathieu/67572xigbcn
- This learning lab collection was originally conceived to be used in an English/Language Arts or composition class. As such, it favors written expression. These writing assignments could be altered, shortened, or dispensed with altogether.
- The timeline I had in mind when building this learning lab was about two or three weeks of class time. Obviously it could go longer or shorter, depending on the circumstances of teachers using it.
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 beyond.
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 of the Spirit on Earth. This idea is exemplified in creations ranging from the Paleolithic period to Egypt and Ancient Greece, along with the Italian Renaissance.
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 and Northern European Renaissance.
The intended audience for this collection is just as ambiguous 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
Take a virtual tour of the Emma S. Barrientos Mexican American Cultural Center on-site art installations.
This collection includes resources for teachers about the history of the Emma S. Barrientos Mexican American Cultural Center in Austin, Texas.
Uprooted Dreams (Alebrijes)
On permanent display in the Education Area upstairs at the ESB-MACC is Uprooted Dreams (2012), a site-specific sculptural installation that features over 19 individual, brightly colored woodcarvings, mounted in the public entrance of the Education Area. Artist Margarita Cabrera was selected to create an artwork which would engage the community in its production. "Uprooted Dreams is a work of art designed in the form of workshop production...nineteen members of Austin's immigrant community- guided by Master Artesanos, Ranulfo Sergio Ibañes and Lucia Luria Sosa, experts in the Mexican craft tradition of alebrije-created, carved and painted wooden sculptures. These pieces embodied artistic themes of uprootedness as they spoke to the transformation of people, land, and community. For the artist, artesanos, participants, and audience, the process and product of Uprooted Dreams provides an ongoing platform on which to build respect, equality, solidarity, and dignified ways of making art and creating community. - Margarita Cabrera
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.
This collection explores historic art, music, culture, philosophy, engineering, and literature. The history of feats among those topics are discussed, as well as how they were relevant to society at the time and today. This collection should appeal to those who have a general interest in composition of any form, whether it'd be an interest in visual art, or something as different as the makeup of a certain philosophy. Tiles can contain things that vary from the Ancient Egyptian pyramids, all the way to topics of modern music, as artistic and innovative feats have existed in every culture, regardless of the time period. Click the information tab accompanied with each image for descriptions. #AHMCFall2019
Our history begins in the modest building that housed Austin’s first library. Built in 1926, this small, wood-framed structure was soon overwhelmed by the demands of its patrons. During this time, the citizens of East Austin, along with the American Association of University Women, began to petition the city about the need for a library in their community. As a result, when a larger central library facility was built in 1933, the original building was moved to its current location on Angelina Street and later resurfaced in brick veneer.
In its early years, the Angelina Street library was simply known as the “Colored Branch”. In 1947, however, it was christened the George Washington Carver Branch Library in honor of the inventor and scientist who brought so much pride to African-Americans. For decades, the Carver Library served the Central-East Austin community, and its patronage and book collection grew steadily.
As patrons increased and space became limited, the need for a larger Carver Branch Library became apparent. Through the efforts of the Central-East Austin Citizens for a New Carver Branch, this issue continued to have a voice. In 1979 a new facility was completed directly adjacent to the original Carver Library.
As for the original building – the community imagined a museum and community center that would promote African-American history and achievement in Austin, Travis County, and beyond. On October 24, 1980, their vision became a reality. What was once Austin’s first library, and then later became Austin’s first branch library, opened its doors as the George Washington Carver Museum and Cultural Center, the first African-American neighborhood museum in of Texas.
In a 1998 bond election, the citizens of Austin voted to further expand both the Carver Museum & Cultural Center and the Carver Branch Library. Today, the museum is housed in a 36,000 square-foot facility that includes four galleries, a conference room, classroom, darkroom, dance studio, 134-seat theatre, and archival space. The galleries feature a core exhibit on Juneteenth, a permanent exhibit on Austin African-American families, an Artists’ Gallery, and a children’s exhibit on African-American scientists and inventors.
The historic building now houses the genealogy center. The museum, cultural and genealogy center is owned and operated by the City of Austin Parks and Recreation Department, Division of Museums and Cultural Programs.
#ethnicstudies #africanamericanhistory #georgewashingtoncarver #austintxhistory
This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during the Exploration of Ethnic Studies workshop at the Irving Arts Center on October 16, 2019. The collection models how digital museum resources can be leveraged to support critical thinking and deeper learning for high school Ethnic Studies curricula. The collection can be copied and adapted for use in your own classroom.
This program received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.
Keywords: Ethnic Studies, Mexican American Studies, MAS
Domingo Ulloa's "Bracero": and "Bittersweet Harvest": Using Art and Historical Documentation to Deepen Understanding
This teaching collection helps students to look closely and think critically by examining Domigo Ulloa's painting, Braceros, and historical documentation related to the bracero program, a series of short-term labor contracts from 1942-1964 in which an estimated two million Mexican men came to the US to work on farms and roads. The collection prompts students to consider the program from a variety of perspectives, including individual, collective, social, economic, and political.
Included here are the painting, a bilingual video with Smithsonian American Art Museum (SAAM) curator E. Carmen Ramos, four suggested Thinking Routines - "See, Think, Wonder," "Step In, Step Out, Step Back," "The 3 Y's," and "Think, Feel, Care" - from Harvard's Project Zero Artful Thinking and Global Thinking materials, supporting digital content from the National Museum of American History, and a blogpost from SAAM of two DC student's written responses to the prompt, "What Domingo Ulloa's Braceros Means to Me."
For use in Social Studies, Spanish, English, and American History classes
This collection supports Unit 1: Intersectionality of Economics, Politics, and Policy, of the Austin ISD Ethnic Studies Part B course.
This Smithsonian Learning Lab collection received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.
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
This interactive play created by Creative Tools for Teaching team is infused with pre-literacy, pre-numeracy, and inquiry-based activities. It celebrates family and the many things we are thankful for! Grandma has arrived for the holiday—and that can only mean making puppets, cooking together, washing the car, and learning lots of fun new things. This musical play with a great big heart brings the whole audience into the family with singing, finger play, and call-and response as we all give thanks for being together. Presented by Discovery Theater--a pan-institutional museum theater dedicated to bringing theatre to young audiences and general visitors on and off the Mall since 1969.
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.
An in-class activity for a college level Intro to Mythology course that has students consider how mythology is not only passed on through oral or written word, but also through art. #MCteach
Student activity collection analyzing the work of two very different Mexican American artists, identifying aspects of culture and exploring expressions about Latino experiences in art. Included in this collection, are five paintings highlighting Latino families, paired with observation and analysis questions and interviews with the artists, Carmen Lomas Garza and Jesse Treviño, as well as podcast analyses of the paintings from the museum's director. As a supplement, students could read a book by Garza depicting her childhood memories of growing up in a traditional Mexican American community, or lead a discussion comparing this artwork with other images of Latino families. #ethnicstudies
This introductory collection includes the Understanding Map and several of Harvard University’s Project Zero routines. Workshop participants will select a routine(s) based on the type of thinking and understanding they are trying to encourage. The routine(s) can be paired with museum resource(s) (visuals, audio, texts) that (1) align to a topic or theme that will be taught this semester and (2) provide engaging stimuli to prompt discussion.
#PZPGH #LatinoHAC #APA2018 #TWUtech #WISSIT #EthnicStudies #Docenttips
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.
My curated collection will investigate the non-linear timeline of music and its impact on listeners. I am a firm believer that music does not “improve” with time as it is ever-evolving in new and unique ways. However, I do believe that the additions and discoveries for new styles of music creation to be relative. Music folds over itself. In many aspects of life, not only in music, humans have built off of past discoveries in order to continue their own research and eventual creation.
After studying early European music pieces, I have been inspired to further explore musical evolution. Today's artists have access to all of the music that had been created and recorded. The ability to build upon certain sounds from historic cultures is imperative to what we hear now. While modern artists have better means to effectively produce music, it does not necessarily mean that the quality is superior; they are simply using preexisting music forms to build their own one-of-a-kind art.
The audience that this subject should appeal to is the melting pot of America. Music acts as an artistic timeline because it can poetically represent the emotions of the average person in the given demographic. The more that I learn and research of ancient music styles, the more I see a reflection in today's pop music culture.In this collection, I will emphasize the importance to be aware that while different demographics of the world live and experience different physical existences; they experienced the same human emotions. Music helps to prove this idea, giving us the ability to pinpoint the feelings of the past, present and future.