Found 1,928 Learning Lab Collections
This student activity explores Luis Cruz Azaceta's "Shifting States: Iraq" using two Project Zero Thinking Routines to help students think critically and globally. The work is a metaphorical representation of the unrest taking place in Iraq, and more broadly, an exploration of the human condition during times of crisis.
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, an array of prompts and Learning Lab tools, and an assignment. 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 originally designed for a workshop for pre-service teachers at Trinity Washington University. It is intended to demonstrate and asks workshop participants to consider various ways to use the Learning Lab and its tools. #TWUtech
Keywords: #LatinoHAC, Latinx, Latino, global competency, competencies
The Search for an American Identity: Smithsonian-Montgomery College Faculty Fellowship 2019 Opening Panel Resources
This collection serves as an introduction to the opening panel of the 2019 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “The Search for an American Identity: Building a Nation Together.” Three Smithsonian staff members will present at the opening panel, including David Penney (Associate Director of Research and Scholarship at the National Museum of the American Indian), Ranald Woodaman (Director of Exhibitions and Public Programs at the Smithsonian Latino Center), and Paula Johnson (Curator at the National Museum of American History). Their bios, presentation descriptions, and other resources are included inside.
As you explore the resources be sure to jot down any questions you may have for the presenters.
It's going to be a great seminar series!
This collection has been made to depict the ideals of beauty that were birthed in the Ancient World. The differing time periods illustrate similar and different beauty ideals that are still present today. Body types, makeup, and style will be showcased to demonstrate how the influence of the culture and time defined beautiful. #AHMC2019
For Teachers of 6th-12th Grade
Saturday, March 9 (9:30-1:30)
Location: Smithsonian American Art Museum (8th and G Streets, NW)
What can you learn when you put art, science, and history together in a room? Come find out why these three disciplines form the foundation of art conservation and how this profession can encourage students to see history as ongoing, science as creative, and art as a Rubik’s Cube of choices. Learn what it takes to preserve a collection with our Lunder Conservation Center’s Program Coordinator, Laura Hoffman!
Students will explore these sources to spark inquiry and investigation about how the Civil War impacted American society.
- Students can complete the sorting activity to categorize the images.
- Students should select one source they find most intriguing and generate questions about the source and its related topic by completing the quiz question.
This collection explores Alexandre Hogue's 1933 painting Dust Bowl through a global thinking routine called "Beauty and Truth." Supporting materials help build historical and scientific context.
“Some may feel that in these paintings . . . I may have chosen an unpleasant subject, but after all the [drought] is most unpleasant. To record its beautiful moments without its tragedy would be false indeed. At one and the same time the [drought] is beautiful in its effects and terrifying in its results. The former shows peace on the surface but the latter reveals tragedy underneath. Tragedy as I have used it is simply visual psychology, which is beautiful in a terrifying way.” -Alexandre Hogue
This collection serves as a preview for the third of six seminar sessions in the 2019 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “The Search for an American Identity: Building a Nation Together.”
The National Museum of African American History and Culture tells American History through an African American lens. Kinshasha Holman Conwill, Elaine Nichols, and Ariana Curtis will engage participants in an exploration of the cultural collections of the museum as markers of identity. A fuller description and presenter bios are included inside the collection.
Resources included in this collection have been chosen by the presenters for participants to explore before the seminar itself.
On April 5-6, 2019, the Kennedy Center will host an evening of "Legendary Women's Voices," as performed by Cynthia Erivo and the National Symphony Orchestra. Featuring repertoire by artists ranging from Marian Anderson and Nina Simone to Gladys Knight and Beyoncé, the performances aim to honor a diversity of iconic women musicians. The event is being co-promoted by the Smithsonian Year of Music. Through the Learning Lab, the Smithsonian highlights a collection of artifacts that relate to the musicians featured in the Kennedy Center concerts.
This Learning Lab collection was made to support teachers and educators participating in the "Exploring Latinx Artists from the Frost Art Museum Collection" Workshop, to reflect on their experience. This program received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.
This workshops is organised by the Patricia & Phillip Frost Art Museum and the Smithsonian Center for Learning and Digital Access, and aims at sharing digital resources and tools for the classroom available from the Smithsonian Learning Lab (learninglab.si.edu). During the workshop, co-facilitated by Dr Antonia Liguori (Loughborugh University, UK) and Dr Philippa Rappoport (SCLDA), participants will learn how to create a lesson plan using digital resources and how to enhance their students' learning experience through Digital Storytelling.
In particular this collection represents an introduction on how to apply Digital Storytelling within the Learning Lab as a teaching strategy and a self-reflective tool to stimulate active and deep learning.
You will find here:
- a short ice-breaker activity to start shifting from a cognitive appreciation of art to a personal connection to museum objects;
- some examples of digital stories made by other educators during previous Digital Storytelling workshops 'embedded' in the Learning Lab;
- a description of the Digital Storytelling process, with templates for storyboarding and a few tips for audio and video editing;
- some prompts to start drafting a script for the Digital Story that will be made in a following workshop.
Choose several images to compare/contrast in terms of location, season, and/or style. Discuss why artists may choose to depict a particular place.
Formal analysis for elementary students: identify foreground, middle ground and background; describe how size and placement of objects and use of overlapping contribute to the illusion of depth.
Formal analysis for secondary students: describe color harmonies; identify focal point; find examples of one-point, two point, and atmospheric perspective.
As I am writing this I am sitting in a cafe shop in a small town on an island Sardinia in Italy. To this day, the remains of the Roman Empire and it's architecture can be found all over the island, which sparked an interest in me for that great culture and it makes me want to focus this project on that. This project focuses on the architecture of the great Roman empire and the influence that the architecture of the Roman Empire, changes in the way this Culture express itself trough architecture and art work within that architecture. When traveling to a new place, I believe the first thing people notice is the architecture and then they look within. This is exactly what this project will try to do.
This collection will focus on art throughout of history or Roman Empire and Italy as we know it today. It will start from the Ancient Greece where early Roman Empire drew most of it’s inspiration for art and architecture and connect various different forms of art and how it interacted with the history of this great nation. I hope you enjoy the collection.
In this collection I am exploring the themes of art, literature, music, and philosophy of Greek civilization. I think this is interesting topic to explore because I have always enjoyed learning about Greek civilization and how they invented many things in antiquity. Ancient Greece had many different times period starting from Geometric to Archaic then to Classical and ending in the Hellenistic Period. Throughout these periods many types of art was created. This will soon go with my with my theme of Greek life and how the Greeks helped shape the world that we know today through the Byzantine Empire and through the Renaissance era. Byzantine Civilization also influenced art for the renaissance artists as their main focus was on religious figures.
In this collection, students will examine the extent each of these events caused the Civil War. After reviewing and taking notes from information, they will be responsible for rating the influence of these events on the Civil War, as well as citing and explaining evidence to justify their evaluation.
- How can we learn about history through a political cartoon or artifact?
- What were the causes and events leading up to the American Revolution?
This lesson is designed as an introduction to the causes of the American Revolution. Students will use primary sources (political cartoons, historical artwork, etc.) to identify some key historical events and the feelings of both the colonists and the British during and as a result of these events.
Choose either the Claim, Support, Question or the See, Think, Wonder thinking routine to begin the discussion of the "Join or Die" political cartoon. Once students have taken the time to look closely at the image, discuss the symbolism, the creator, and the implications of the French and Indian War on the American Revolution.
Explain that students will break into groups to look closely at an image that has to do with an event leading up to the beginning of the American Revolution. Students can either continue to use the thinking routine you modeled in the anticipatory set, or they can use the Reporter's Notebook routine. Give students ample time to look closely at the image and notice the details, looking specifically for clues in titles and symbolism. Alternatively, the students could use the Cartoon Analysis Worksheet developed by the National Archives to notice and name some of the details in the images. If students are using the Reporter's Notebook thinking routine, have them complete only the facts and feelings section at this point.
Once students have had time to explore their image, create a timeline of events with the images as a class, reading about and discussing each one. Once students have additional information about the event, the should complete the report at the bottom of the Reporter's Notebook organizer using additional details from the text.
Students will complete a gallery walk of the images with the reports written by the students. After reading the reports and looking again at each image, students will create a headline for the report, capturing the most important aspect of the event.
Answer the questions based on the documents. Remember to observe the picture/writing first and then move toward analysis.
Keywords: poverty, rural, urban, new deal, inquiry strategy, global context, 1930s, 30s, dust bowl,
*This is a smaller portion of the process of creating an invention.*
Goal: Students will see the importance in how patents and designs are drawn and created before they begin to make their own.
Introduction: Students are shown a picture of a sewing machine, but in the patent form. Have them try to guess what it is. Discuss why detailed drawings are important and how it helps in creating a design for an idea.
Students use the see, think, wonder routine to work with other photos of patents and designs and figure out what they are. Let the students guide the discussion with their ideas and explanations. They can try to back up their opinions with information to explain what they think they are seeing in the pictures. Students will then watch a short film clip to see how inventors got inspired. Then discuss ways they might get inspired and talk about what they do in every day life that they could improve upon. I use this example because it is the easiest for them to wrap their heads around in the beginning.
Wrap up with an "I use to think, but now I think" discussion about how important designs are and being detailed can make a difference in a drawing.
This could take one or two class periods as a short introduction before jumping into a designing project. I've also included the SparkLab's Inventors Notebook as an example of how to walk students through the design/creating process.