Found 414 Learning Lab Collections
Use these pictures to help your child make careful observations of their world and use words to describe what they think and wonder about. This collection is meant to stimulate curiosity and develop vocabulary with the youngest learners. There are conversation starters among the images, but be sure to let the child's interest and your own questions drive the discussion.
Combine these images with real-world examples from your child's books, toys, or your own community. If you're interested in learning more about an individual image, click on the "i" icon located in the top left to view the museum description.
This has been adapted from the Project Zero's “See Think Wonder" Visible Thinking routine, meant for exploring works of art and other interesting things.
A free printable version is included at the end of the collection.
What is global competence? What are the skills and dispositions of globally competent students? What role can art play in educating students for global competence? Teachers can use this Learning Lab Collection as a resource for students to explore themes of global importance in the arts of Asia. The Collection features two works of contemporary Asian art at the Freer Gallery of Art and Arthur M. Sackler Gallery with several tools for students to examine and reflect about the works of art, such as Visible Thinking Routines, Artful Thinking Routines, or Global Thinking Routines. For each routine, the rationale and process is described to help the teacher practice. The Collection also includes artist interviews and other contextual information about the works of art for teachers and students to deepen their understanding.
This Learning Lab Collection was created to support the The Council of Chief State School Officers (CCSSO) National Teachers of the Year 2018 program. CCSSO is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, the Bureau of Indian Education and the five U.S. extra-state jurisdictions. Learn more at https://www.ccsso.org/
Essential Questions to be addressed by this Learning Lab Collection:
- What are some practical tools teachers can use to look closely and reflect about works of art?
- How can we use works of art to prepare students to understand the world and participate in it?
- How do we define global competence and globally competent students?
Tags: #AsiaTeachers; Asian; Asia; Freer|Sackler; Project Zero; Global Competence; Global Competency; Visible Thinking; Artful Thinking; Chalk Talk; See-Think-Wonder; 3Ys; 3-2-1 Bridge; Contemporary Asian Art; China; India; Monkeys; Religion; Architecture; Chinese Cultural Revolution; Xu Bing; Terminal; Subodh Gupta; Sculpture; Lacquer; Wood; Brass
This collection was designed for elementary classes to infuse global competencies into an established study of open space and environmental stewardship. Birds are often a topic of study in primary classrooms, and this framework can help students start thinking about environmental stewardship through an initial study of birds. Guided by thinking routines, students examine birds and think about how other cultures have shown their interest in nature. They will also start thinking about why studying the needs of local birds is important to taking care of their local environment. Finally, students begin to explore why taking care of the birds and environment also might be important to the world.
This collection is meant to be used as a unit over several days. Please feel free to copy and adapt it for your own use.
The art used in this collection comes from the Freer Gallery of Art and Arthur M. Sackler Gallery collections. Many pieces were featured in an exhibition called "Dream Worlds: Modern Japanese Prints and Paintings from the Robert O. Muller Collection", which was on view November 2004-January 2005.
Tags: birds, environmental stewardship, open space, thinking routines, global competency, essential questions, human impact, Japan, Japanese art, Ohara Koson, woodblock printing, seasons, cherry blossoms, teacher, student, nature, crow, heron, magpie, pheasant, artful thinking
These slides are from Harvard’s Graduate School of Education —Project Zero.
Intro to Nutrition is a 3 credit, non-lab science in the General Education curriculum at Montgomery College in Rockville, Maryland, USA.
Scientists rely on observation to help them identify patterns and to formulate their hypotheses. These three looking activities help students to develop more effective looking, thinking and questioning skills. These skills will serve them in this science class and in their lives outside the classroom, as well.
Exercise #1: Students are presented with two still life portraits from the 19th century. The first is by German American artist Severin Roese in 1852 and the second by Everhart Kuhn, in 1865. Working in small groups students use the SEE-THINK-WONDER routine to discuss and record the similarities and differences they can identify. They share out to the larger group their findings to see if others saw the paintings differently.
Exercise #2: Students examine one of the two paintings, either Still Life #12 (1962) by Tom Wesselmann or Breakfast Tacos (2003) by Chuck Ramirez. This exercise employs the WHAT MAKES YOU SAY THAT routine from Project Zero.
This collection is to support our 4th grade unit on immigration.
Our unit makes use of the Massachusetts Department of Education's lesson "America's Salad: The Story of Immigration to Massachusetts" and includes trips to the Tsongas Industrial History Center in Lowell for their program "Yankees and Immigrants" and to the Edward Kennedy Institute for the American Senate for their program "Pathways to Citizenship"
In class, we will explore why people leave their country, where they choose to settle (with a particular focus on Lowell, Massachusetts), and how they are welcomed. Students will explore how
Pertenecer is a digital storytelling workshop that enhances the 4Cs (Creativity, Critical thinking, Collaboration, Communication) and improves digital literacy. In this three-day workshop participants attending Fairfax County Public School Family Literacy and/or the Parent Leadership programs will use museum objects as prompts to create videos of personal stories. No technical experience is necessary, but participants of all levels will:
- learn about the variety of resources available in the Smithsonian Learning Lab.
- experiment with story-boarding techniques for creative writing.
- learn how to record and edit an audio file.
- be supported in the selection of images and the production of a short video.
- reflect on the Digital Storytelling 5-steps process
- practice oral and written English language skills
- enhance identity through personal stories
- strengthen intergenerational family bond
- increase visual literacy through close looking at art
This workshop is part of the research project "Storying the Cultural Heritage: Digital Storytelling as a tool to enhance the 4Cs in formal and informal learning" led by Dr Antonia Liguori, appointed as a Smithsonian Fellow with the Smithsonian Center for Learning and Digital Access (SCLDA) from March 1 to June 30 2018, and is funded by the Arts and Humanities Research Council UK under the International Placement Scheme. Over the next months, Dr Antonia Liguori, in collaboration with Dr Philippa Rappoport – who has agreed to serve as principal mentor/advisor during Dr Liguori’s appointment – will work with Fairfax County Public School Family Literacy and Parent Leadership Programs to explore the use of Digital Storytelling in combination with the digital resources of the Smithsonian Learning Lab.
Impressionism, an art movement that began in France and was most prevalent from approximately 1872-1892, was an innovative and important precursor to several different art styles. It focused on capturing everyday scenes, changing light, and moments of motion. Forerunners of this movement include artists such as Édouard Manet, Pierre-Auguste Renoir, Claude Monet, and Edgar Degas.
Characteristics of Impressionism include quick and non-blended brush strokes, occasional unmixed colors, and an overall appearance of the "impression" of a situation-- not necessarily a fully rendered, academic image.
[All images in this collection have been personally uploaded from and credited to Wikimedia Commons.]
There's a lot you can get out of font design, one of those is feelings. As a reflection on the various design concepts I have explored at Cooper Hewitt with the Design Scholars, I created a Learning Lab on how the fonts in our everyday lives are connected to the feelings that we portray in our writing. I have pulled resources from designers I have met throughout the DesignPrep Program, including designs from Cooper Hewitt, the Smithsonian, and myself. Below you will see a collection of 10 images (each with a description on the connection to feelings) including a video "Wicked Problems in Type Design" that you can explore.
***The descriptions written by me may not depict what the actual designer intended their audience to feel, but they are my interpretation (except for my 2 pieces), so please feel free to build off of or have your own interpretation
Ability to comprehend and express emotions via color -- journeys from the initial discovery and acceptance of multiple emotions to a various selection of emotions itself. People make conscious choices in the creation of art; colors can correlate to emotions and designers make these choices purposely.
iSpy: Storytelling in Presidential Portraiture
Objective: Students will explore how elements of a portrait tell the story of the subject’s identity by comparing portraits of Presidents Washington and Obama.
- Instruct students to look carefully at each portrait. They should read through the information for each portrait; follow the highlight instructions; and answer the quiz questions.
- Lead a discussion about the symbols included each portrait. What story is the artist trying to tell? What do they leave out? How does an artist contribute to our understanding of Washington and Obama’s identity? How does art help to shape our historical understanding of their subjects?
- Have students create a self-portrait and write an artist’s introduction explaining how they intentionally included/excluded/highlighted symbols to tell their story of identity. If making art isn’t possible, have students write a description of what their portrait would look like.
For more information and context:
This collection explores the evolving history of how Americans celebrate Thanksgiving. The introductory video, podcast and lesson in the collection help provide context for the complicated portrayal and depiction of what actually happened at the first Thanksgiving and how it is celebrated today.
The images in this collection are different portrayals of the holiday over time. They have been grouped in order of publication from 1863 to 1994. As you look through them and complete the activities, think about these three key questions:
- How does the context in which an image was produced affect the result? Meaning, how does what was happening at the time affect what kind of picture of Thanksgiving we see?
- What do the images say about our national identity: who is welcome in the United States? What do we celebrate and why? Whose version of the Thanksgiving story does each image tell?
In this collection, we explore various portrayals of Pocahontas over 400 years. Students can compare and contrast two or more artistic renderings of Pocahontas, using the provided strategies and historical context with guidance from the teacher. By using portraits of the same sitter by different artists, students consider historical accuracy and changing cultural and historical perspectives.
This collection was adapted from National Portrait Gallery educator, Briana White's collection, "Compare and Contrast Looking Strategy: Learning to Look with the National Portrait Gallery " and supplemented with the National Museum of the American Indian's Americans online exhibition. Sources for the approach include Compare and Contrast, the National Portrait Gallery's Reading Portraiture Guide and Project Zero's Artful Thinking Routines.
Here is a collection of works and resources that demonstrate examples of the beginnings of Recycling, as well as the various ways in which this practice is being utilized today.
This collection contains a diverse set of resources related to Asian Pacific Americans that may be used as an introductory activity to spark classroom discussion and prompt students to conduct research about how Asian Pacific American history is American history. For discussion questions and activity implementation ideas, click "Read More." A file to print these resources as flashcards is located at the end of the collection; please see the resource's Information (i) tab for printing instructions.
This collection is not comprehensive but rather provides a launching point for further research and study.
This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center.
Keywords: printable, flash card, think puzzle explore, project zero visible thinking routine, apa
This activity explores Elaine de Kooning's John F. Kennedy portrait and the process of its creation from sketches to the final piece. The collection includes a video about John F. Kennedy's assassination and prompts learners to better understand how to read this portrait by thinking critically while answering questions.
This collection serves as a preview for the first seminar session of the 2018 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “We the People: America’s Grand and Radical Experiment with Democracy.”
National Portrait Gallery curator Asma Naeem and educator Briana Zavadil White will present an engaging and interactive examination of the democratization of portraiture in the United States, and model close looking techniques that Fellows can use with their students. Included within are a presentation description, participant bios, a "reading portraiture" guide, and images and articles for participants to consider in advance of the session.
Christopher Columbus, Yarrow Mamout, Charles Mingus, Lena Horne, Leonard Roy Harmon, Bill Viola
Are you interested in learning about Jackson Pollock and his "drip" method of painting? If you are, this is the perfect collection for you!
You will be asked questions throughout this collection to help you better understand Jackson Pollock's art work.
This collection contains examples of materials to be used for a Social Studies lesson.
This collection of resources uses oral histories as well as photographs and articles to explore race relations and the impact of Executive Order 10925 at NASA. Signed by President John F. Kennedy on March 6, 1961, EO 10925 required government contractors to "take affirmative action to ensure that applicants are employed and that employees are treated during employment without regard to their race, creed, color, or national origin."
Resources in this collection - photographs and articles as well as oral histories - are compiled to supplement the SITES traveling exhibit Destination Moon. This collection is not comprehensive; instead, it provides a launching point for further research.
This collection is closely associated with the "Destination Moon" traveling exhibit. For more information see https://airandspace.si.edu/exh...
This collection was designed by the Education Department of the Freer Gallery of Art and Arthur M. Sackler Gallery as a basic introduction to Japanese painting for educators. It is a collection of artworks from the museum's permanent collection that draw from a wide variety of formats, styles, media, and subjects that represent many of the major trends in Japanese painting. Each image includes key information about the artwork, as well as ideas for class discussion, lesson components, and/or links to resources such as videos and articles which provide additional information about the artwork. Feel free to copy the collection and adapt it to your own use.
Keywords: Buddha, Hokusai, Mount Fuji, watercolor, bodhisattva, Fugen, Sōtatsu, cherry blossoms, seasons, Genji, crane, emaki, byobu, kakemono, ukiyo-e, map, teacher, student, autumn, Japan, Japanese art, landscape, Edo period, Buddhism, Heian period, water, ocean, wave, boat, flower, insect, Muromachi period, river, surimono
What makes a community? This set can be used to explore the many intricate parts that make up a community! Included are thinking routines that can help students dig deeper into the topic and each artwork.
This collection serves as an introduction to the opening panel of the 2018 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “We the People: America’s Grand and Radical Experiment with Democracy.” The title for the opening panel is "The Smithsonian Institution: “A Community of Learning and the Opener of Doors.”
Four Smithsonian staff members will present, including Richard Kurin (SI Distinguished Scholar and Ambassador-at-Large, Office of the Secretary), Jessica Johnson (Digital Engagement Producer, National Museum of African American History and Culture), Lisa Sasaki (Director, Smithsonian Asian Pacific American Center), and Chris Wilson (Director, Program in African American Culture, National Museum of American History). Their bios, presentation descriptions, and other resources are included here.