Found 1,769 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!
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.
The following artifacts represent the 1920's in many ways. The prosperous time in which many advancements were made in both economic and social aspects. The 1920's were a prosperous time with many benefits. Although some of these led to catastrophes later on.
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.
This collection outlines Prohibition and the rise of women empowerment in the 1920's
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.
Introduction: How can we use primary sources to learn more about the world around us and how it changes over time. By applying Project Zero routines, student groups explore maps over time and discuss why/how they change.
Provide the students with a piece of the Waldsemuller map and have them use the Parts, Purpose, Complexities thinking routine(slide1) or the See Think Wonder routine(slide2). Usually, I change the terms to fit the activity, so in this case I use Observe, Reflect, and Question. I tell them to observe and question first. What are you seeing and why is it there? What other things do you see but not understand? Then they go back and reflect on what they think the map is of and how it might be part of a bigger map and what that means. Generally the questions and observation lead the discussion and I let the students work together to talk about what their map parts have and others do not.
Once students have finished their observations of the map pieces, show them the whole map(slide3) put together and discuss the history of the map. What does it look like? Is it the same way our maps look today? Why or why not? Have a discussion about when the map was made, how, and who made it, along with the history of the time period. How do you think maps have changed since then?
Next, show them the map from 1854 and compare and contrast the two maps. Discuss the changes in history and why the maps may look so different. Continue going through each of the maps and ask how the maps have changed over time and why. Explain the importance of using a primary resource for a map as opposed to a secondary resource.
Finally, show the last two maps and discuss how maps can be used for more than just showing places, but also for seismographic activity, deforestation, etc. Discuss what has changed in NYC over the last 200 years and discuss why it might be useful to have that old map? (Writing a historical novel, seeing where ancestors lived, etc.).
I generally don't do a wrap up activity, as the students go into their social studies classes and continue learning about maps and creating their own there. The classroom teacher works with the students on creating their own maps of our town/neighborhood in coordination with the Project Zero Out of Eden project.
This project is just the library portion of a much bigger cross-classroom project, utilizing art, music, library, and classroom teachers. This collection first focuses on visual analysis of artworks and photographs as a lead-in for further research into individual musician’s biographies.
During their library time, students are introduced to important Jazz musicians. Then they research those musicians and put the information they learn together with the information gained from the other special areas and in their classroom to think about how Jazz has changed over time and what made the musicians who they were.
Day 1: See, Think, Wonder - we look at the photograph together and they come up with their sticky notes for later discussions.
Day 2: Discussion: Who are these people, why are they important, and what did we notice about this painting. We then compare the painting to the very colorful Duke Ellington photo, followed by a few more of famous musicians. We discuss the different ways color and diversity is shown and how that is important for the time the music was being created.
Day 3-5: Students will pick musicians and begin to research about their lives. They will use our online databases (ie. WorldBook) to get background information. They will then do an illustration of their person and put in important words/phrases to show how their life shaped who they became. These drawings are then hung and used for further discussions.
List of possible musicians to research (we use more as needed for the students to work in pairs): Duke Ellington, Dizzy Gillespie, Billie Holiday, Romare Bearden, Louis Armstrong, John Coltrane, Charles Mingus, Charlie Parker, Jellie roll Morton, Thelonious Monk, Count Bassie, Ella Fitzgerald, Miles Davis
The overall grade level project looks at African American music over time and how it has changed from African Tribal songs up thru Jazz in the 50s-60s and beyond. Then they discuss how it has fused into something new and ever changing.
Preparing for World War II in the United States meant uniting the nation and encouraging citizens to support the war with their actions and funds. However, it also created divisions within the nations, as Japanese-Americans were interned, African-American soldiers were segregated, and Mexican workers recruited to help with war-time demands were discriminated against. This collection includes objects reflecting a variety of aspects of homefront life during World War II and works well as an independent activity for students to complete.
Guiding questions for discussion before and after include:
-In what ways did World War II unite the nation? In what ways did it divide the nation?
-What new opportunities were created by the need for more workers in World War II?
-How and why did government regulation of the economy increase during World War II?
-Why do you think the examples of propaganda in this collection were so effective?
Music and dance have always been an integral part of life. They serve to unite and harmonize people, and inspire our lives. There are many types of music and dance, some of which are highlighted in this collection. You will see cultures from the Egyptians, Greek, Roman, Byzantine, Middle Ages, Renaissance, Rococco... (add in at end). There are many purposes and reasons why people dance, with each type of dance either exhibiting a message, a communion with God, or simply imparting inspiration, therapy, and happiness. Visual images such as these, have given us knowledge that dancing has existed for all of human existence and has played an integral part in connecting humankind together. You will learn of the many types of dance and ritual they were involved, along with the music which was so important for any dance to occur. Music served to enlighten and lift people's spirits, or show them the depths of their soul. It has always had the power to change how a person feels, or move them emotionally in one way or another. Music and dance combined can serve to evolve people time in and again. They are a way to channel into higher gods or into our higher selves. When people participate in these kinds of rituals, it not only brings them together, but bonds and teaches us that there is not only an endless amount of beauty but great depths that we can travel and transcend social barriers. Music and dance are two of the ways in which our human race has advanced forward, all while connecting to the very essence of our beings, and giving us fun, laughter, elevation, and meaning. I hope many people can enjoy this collection, particularly people from the ages of middle school and up. I hope it can supplement many types of learning and anyone else who may be interested in learning more about who we are and what makes us live and grow spiritually.
The Universal Language of Art: Using Close Investigation of Artworks to Tell Stories and Take Perspectives
This collection provides opportunities for students to uncover the deeper meaning of and build an understanding behind an artist’s work, reveal an artist’s personal values, as well as begin developing empathy and sparking curiosity through close observation, perspective-taking and questioning. This deeper look into artwork can be used as a catalyst for students to share their own works, and act as an agent for action in their larger community.