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Found 1,017 Collections

 

Community Workers

Look at various community workers and read the book, The House that Jane Built, about Jane Addams who built a community center in Chicago, IL.

Linda Jaeger
25
 

Grade 4 Beliefs Unit - Science, Art, Humanities and Engineering - Museums Go Global

Welcome to the Grade 4 Beliefs Unit Collection. Please enjoy. Below there is information about:

- How the lesson was used specifically at Washington International School (WIS) in Washington DC in 2019 
- The role of STEAM at WIS

Additionally, within the collection, the markers will help guide the teacher through each component. The collection is broken up into: Educating the teacher team (preparing for the unit), STEAM teacher resources, Student activities, and Student learning extensions. 

Enjoy and all feedback is welcomed. 

About: 

Washington International School is an International Baccalaureate (IB), Primary Years Program (PYP). I am the STEAM Specialist who integrates 21st century skill inquiry projects, hands on science and engineering, and digital tools/technology. This collection is to support many teachers who will contribute to content for this unit. The Language specialists, art teacher, design technology, STEAM Specialist and physical education.

STEAM at WIS:

My role will be to host an experience that role-plays early civilizations and their interactions with sun, moon, and stars. Students will interpret their experience and create a piece of art that demonstrates their translation of the experience. The follow up will be to help the students connect their experience with ancient cultures. Then, the conversation will further develop to challenge the students to think how science changes our understanding of our universe. The overall theme is to encourage students and give them confidence to explore various belief systems, challenge their own understanding of the world through their beliefs, experiences, and science. 

These exercises scaffold learning to align student inquiry to the Social Studies standards: 

  • Distinguish between personal beliefs and belief systems (PYP Scope and Sequence Pg. 29)
  • Define the elements of a belief system (creed, codes of behavior, rituals, community.) (AERO CC+ G5 p22 4.5.f)
  • Identify the major religions of the world in terms of their beliefs, rituals and sacred texts. (referenced: AERO CC+ G6 p30 4.8.f)
  • Reflect upon how beliefs affect the individual and society (PYP Scope and Sequence Pg. 29)

Important to know: The teachers at WIS took the students on two days of field trips to visit various areas of "worship" in the DC/MD/VA area: Buddhist Temple, Mosque, Jewish Temple, Catholic Church, and African American Christian Church. Students had worksheets to complete for each location that included observations of icons, the use of shapes in the visual devotional symbols, and to draw the various religious icons. After, they engaged in discussion about their experiences. If your school does not have the ability to do an elaborate field trip like this, we recommend having devotional leaders and/or parents visit as subject matter experts to demonstrate their systems of faith, icons, devotions, and symbols. 


STEAM Project: 

  • I used this collection to train the teachers about the new thinking routines (Beginning slides)
  • There are samples from students learning about Sun, Egyptian use of sun in their beliefs (art and architecture) 
  • Students looked at Egyptian sun use and modern NASA sun data to inspire them for their STEAM Challenge
  • Their STEAM Challenge was to create a pyramid (cardboard) with a devotion (clay), and decorate with sun symbols (crayons/markers). 
  •  Our students just completed a cardboard challenge (Cain's Arcade - check out on Youtube) so they were cardboard construction "experts". Therefore, they only had 40 minutes for their challenge. You will need to either have a lesson on cardboard construction before, or give them more samples and/or time. Hypothetically, this could be a 1/2 day project for students. 
  • The goal is then for students to look at other cultures and other NASA data (Incas (or other Native American tribes)  African Tribes, and/or Australian Aborigines, etc. and have them do the same STEAM challenge (format) by creating a model structure decorated by symbols inspired by both indigenous symbols and modern NASA data (sun, stars, planets, or Earth's Moon). Therefore, they will have a "Maker Collection" that demonstrates various engineering styles as well as belief systems. 


International Baccalaureate Transdisciplinary Unit of Inquiry:  Who we are.  Beliefs - An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships, including families, friends, communities and cultures; rights and responsibilities; what it means to be human. 

Central Idea: Humans have common beliefs that attempt to answer life’s big questions. 

            - The main line of Inquiry this collection will align with is: Global religious beliefs and practices

The following subject teachers plan to do the following:

           - Art = Beliefs and metaphors with clay

           - Digital Technology = Building sacred structures 

           - STEAM = Engineering and Science of sacred structures globally and historically

Global thinking routines: Step In, Step Out, Step Back; Beauty and Truth; Unveiling Stories

STEAM Challenge:  Students can further their inquiry from ancient beliefs with their experiences with modern organized religion into modern spirituality by analyzing the exhibition for Burning Man Festival. Students will complete a STEAM Challenge to build their own sacred structure that honors their own belief systems. 

#GoGlobal 

Sandra Vilevac
82
 

Zoomorphic Creatures in Ancient Chinese Art

What can we learn about ancient China by studying artifacts?  What does the intricate detail of works of art suggest about values and beliefs in ancient China?  In this Learning Lab Collection, students will study ancient Chinese works of art via Project Zero Thinking Routines.  Working in groups, students will be assigned to either research ancient Chinese bronze bells or ancient Chinese bronze vessels and make inferences about ancient Chinese values and beliefs based on their research.  Then, inspired by taotie, mask-like design patterns of ancient Chinese bronze objects, students will etch their own zoomorphic creatures into metal foil.

This Learning Lab Collection contains a lesson plan, images to research, Thinking Routines, design worksheet, and sample final artwork.  Download the pdf Lesson Plan located in the "Teacher Materials and Lesson Plan" section first for instructions and art materials needed.

Tags:  metalwork; etch; repoussé; vessels; bells; ritual; Shang; Zhou; dynasty; China; composite animals

Freer and Sackler Galleries
45
 

Dolores Huerta: Revolution in the Fields/Revolución en los Campos

Dolores Huerta: Revolution in the Fields/Revolución en los Campos shares the compelling story of legendary activist and leader Dolores Huerta (b. 1930) and the farm workers movement of the 1960s and 70s. It is a quintessentially American tale of struggle and sacrifice, of courage and victory.

As a complement to the exhibition, these educational resources explore Huerta's public life as an activist and co-founder of the United Farm Workers  (UFW) and what led her to become a Latina civil rights icon. In her life as a communicator, organizer, lobbyist, contract negotiator, teacher and mother,  Huerta's unparalleled leadership skills helped dramatically improve the lives of farm workers.

Users will broaden their understanding of the farm workers movement through a careful look at Dolores Huerta's significant - but often under-acknowledged - contributions. The exhibition and educational resources also explore how workers of different ethnic and racial backgrounds came together to empower the movement and how the arts played an essential role. In addition, users will come to understand Huerta's far-reaching impact and important legacy.

The resources in this collection include a bilingual community engagement resource to promote dialogue on issues that relate to social justice, activism, leadership, etc. A few activities that can be used in the classroom or when you visit the exhibition at your local museum.  In addition, you can learn more by listening to Dolores Huerta by downloading the free downloadable App "Dolores Huerta" on Google and Apple.  Please remember that the App takes a few minutes to download.


#NHD #NHD2020  #BecauseOfHerStory


Smithsonian Institution Traveling Exhibition Service
61
 

Art & Culture Guessing Game

1. Can you guess who made these? Look at each picture and decide which type of maker created it:      Painter, Sculptor, Potter, Printmaker, Weaver, Architect

2. Can you guess what culture or time these things are from?  Write your guess, then click on the picture. Click the  i  symbol to learn the answer.

3. Choose a picture and tell why  you think this object is special or useful.

4.  How do you think it expresses something important to the people of that culture?

Jean-Marie Galing
24
 

Visualizing Democracy

This Learning Lab complements the National Portrait Gallery's student program, Visualizing Democracy. 

Students will visualize democracy from the colonial era to the 21st century by analyzing portraits of major figures who played a critical role—as government officials, engaged citizens, or both—in creating a democratic society for the United States. Students will investigate how portraiture can convey democratic ideals and how, as a cultural institution housed in a historic building, the National Portrait Gallery has been and continues to be relevant to American democracy.

#NPGteach


Kita McCord
19
 

Going for the Gold: The Olympics

I created this collection for families to do together while schools are closed. I will be making a collection a day while we are out of school. Today we will be exploring the Olympics. The idea is for families to look at the items in the collection and consider what they see in the objects and paintings, what they think, and what they wonder. Families can also watch a free Brainpop video about the Olympics, the Special Olympics and athletes who competed. Families can also read articles about the Olympics, learn about the first Olympics, and explore the amazing athletes who have competed to be the best. At the end of the collection I have provided a few ideas for families about what to do next.

If you want to learn more about more about See Think Wonder you can click here to see a video of a teacher using the routine in her classroom.

Ellen Rogers
58
 

What makes a place? Memorials in the U.S.

This playlist on "What makes a place? Memorials in the U.S." is designed for self-guided learning with intermittent check-ins for elementary school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with visual, video, and written texts. Students have the option to complete the tasks online by connecting through Google classroom or print word doc versions of each formative and summative assessments for work offline. By the end of the week, students will create a work of art. Modify the lessons as needed.

  • Formative assessments are represented by a chevron (Learning Task and Learning Check In).
  • Summative assessments are represented by a circle (Final Task).
  • Word doc versions of all formative and summative assessments are in the tiles immediately after the digital versions. 

*Social Studies and Visual Arts standards vary by state for elementary grades. We recommend educators and caregivers consult their student and child's state standards for these two subjects.

National Museum of American History
39
 

Exploring Art with Quilts at the Anacostia Community Museum

This collection of quilts offers material to challenge conventional definitions of art and artists, explore the many different ways to tell a visual story and spark discussions about the traditions that are passed down in families. This resource is structured around 2 hour-long lessons in art analysis, a creative task and a reflection session.

A range of styles and traditions are represented here, as each quilt and quilter has their own story to tell. The story can be evident in the visual content of the quilt, but the context in which it was created can be equally important. Quilting is an art form taught between generations and amongst friends, bridging the gap between material culture and intangible heritage.

By encouraging young learners to look closely and develop evidence-based arguments, we can hope to build their skills to think deeply about the interrelationship of art, memory and community.

Enclosed in the Teacher's Resource is a list of quilts, short biographies of the artists and potential discussion questions. Also included are suggested activities and an annotated bibliography for educators who want to do more research on the topic.

Goals:

  • How can we express things that are important to us?
  • How can quilts teach us about community?

Objectives:

  • Challenge and expand definitions of “art” and “artist.”
  • Develop a toolkit for visual analysis.
  • Understand different forms of creative self-expression.
  • Learn about traditions we share in our communities and pass between generations.
  • Empower students’ creativity.
Celine Romano
13
 

Outside Fun

See: Where are these people? What are they doing?

Think: Have you ever done something like that outside? 

Wonder: I wonder what it would be like to go there.  What would I see, smell, taste, touch, or hear?

Choose an image and imagine yourself being in that place. Then use that as inspiration for a drawing, painting, or collage. 

Jean-Marie Galing
10
 

Family Fun

 There are many ways that families have fun together. Have you done some of these activities with your family? Draw or paint a picture of you and your family enjoying an activity together.

Jean-Marie Galing
13
 

Bats: One Magnificent Mammal

I created this collection for families to do together while schools are closed. I will be making a collection a day while we are out of school. Today we will be exploring my favorite animal, bats. The idea is for families to look at the items in the collection and consider what they see in the objects and paintings, what they think, and what they wonder. Families can also watch a free Brainpop video about bats, read articles about bats, and listen to the read aloud Stellaluna. At the end of the collection I have provided a few ideas for families about what to do next.

If you want to learn more about more about See Think Wonder you can click here to see a video of a teacher using the routine in her classroom.

Ellen Rogers
29
 

Abstraction Methods

Artists can abstract people and objects in many ways. Which methods of abstraction can you identify in these artworks?

  • Simplify
  • Fragment (or explode; break into pieces)
  • Multiply 
  • Rearrange (move the parts around)
  • Magnify (change the scale)
  • Distort (change the shape) 
  • Morph (change into something else)
  • Arbitrary Colors

Art making prompt: arrange some objects to draw. Then choose an abstraction method to create an artwork based on the objects you see.

Jean-Marie Galing
21
 

An Introduction to Japanese Painting

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, emakibyobukakemono, 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



Freer and Sackler Galleries
12
 

Umbrellas for a Rainy Day

Umbrellas and the Water Cycle

Linda Jaeger
14
 

Celebrating Central American Traditions | Celebrando tradiciones centroamericanas

This bilingual collection of activities and videos can serve students grades K-5, music and world culture teachers, as well as middle and high school Spanish classes. Enjoy performances and interview with artists about Central American music traditions, including Salvadoran Chanchona music, Honduran Garifuna music, and Latin Punk Rock. Learn about the Sawdust Carpet traditions with artisans and about Central American Archeology with Dr. Alexander Benitez. See objects related to food, music, and celebrations from Latin America brought to the United States. Activities explore Central American geography, traditional Guatemalan Maya fashion, sawdust carpet traditions, and musical traditions. 

Celebrating Central American Traditions was the Smithsonian Hispanic Heritage Feature Event on September 15, 2012. Participating Smithsonian units include: the Hirshhorn Museum and Sculpture Garden, the National Museum of American History, the Smithsonian Center for Education and Museum Studies, the Smithsonian Heritage Month Steering Committee, and the Smithsonian Latino Center.

The Central American Traditions Family Day is made possible by Univision. Additional support is provided by Ford Motor Company Fund. The program also received federal support from the Latino Initiatives Pool, administered through the Smithsonian Latino Center.


Esta colección bilingüe de actividades y videos le sirven a estudiantes en grados K-5 y maestros de música y cultura mundial. También les sirve a maestros de secundaria y preparatoria. Disfrute muestras e entrevistas con artistas sobre tradiciones musicales centroamericanas, incluyendo música chanchona salvadoreña, música garífuna hondureña, y punk rock latino. Aprenda sobre las alfombras de aserrín con artesanos y sobre arqueología centroamericana con el Dr. Alexander Benítez. Vea objetos relacionados a temas de comida, música y celebraciones traídos a los Estados Unidos por inmigrantes de Latino América. 
Las actividades exploran la geografía de Centroamérica, tradiciones mayas de vestuario, tradiciones de alfombras de aserrín, y tradiciones musicales. 

Este día de la familia de tradiciones centroamericanas era el evento de herencia hispana del Smithsonian el 15 de septiembre 2012. El Museo Nacional de Historia Americana, el Museo Hirshhorn y el Jardín de Esculturas, el Centro Smithsonian de Educación y Estudios Museológicos, el Comité Smithsonian de Administración del Mes de la Herencia, y el Centro Latino del Smithsonian forman parte de este día de la familia.

El día de la familia, Tradiciones de Centroamérica, es hecho posible por Univision. Apoyo adicional es proporcionado por Ford Motor Company Fund y también ha recibido apoyo federal del Latino Initiatives Pool, administrado por el Centro Latino Smithsonian.

Smithsonian Latino Center (SLC)
9
 

Exploring Ava DuVernay's "Selma": History as Visual Culture

The guiding questions of this Learning Lab are

  • What is visual art’s connection to historical events? Why is it important that we recognize these connections?
  • What does studying art add to our understanding of historical events and time periods?

The goals of this Learning Lab are

  • Bridge the gap in understanding between art analysis and historical analysis
  • Explore the inherent ties between art pieces and their surrounding historical context
  • Introduce the foundations of formal art analysis and develop close looking skills for visual art pieces

If you are new to Learning Lab, visit https://learninglab.si.edu/help/getting-started to learn how to get started!

#NPGTeach


Special thanks to National Museum of African American History and Culture (NMAAHC), the National Museum of American History (NMAH), Smithsonian Folkways, and the Smithsonian American Art Museum (SAAM) for inspiring this learning lab and for their resources.

Keywords: Portraiture, African American, American, Selma, Alabama, visual art, Civil Rights Movement, United States, visual literacy

Ashleigh Coren
46
 

Raindrops Keep Falling on My Head

I created this collection for families to do together while schools are closed. I will be making a collection a day while we are out of school. Today we will be exploring rain. The idea is for families to look at the items in the collection and consider what they see in the objects and paintings, what they think, and what they wonder. Families can also watch a free Brainpop video about weather, the water cycle and thunderstorms. Families can also read articles about rain, learn about how native peoples interact with rain, and listen to a read aloud in the hopes to keep families from feeling bored. At the end of the collection I have provided a few ideas for families about what to do next.

If you want to learn more about more about See Think Wonder you can click here to see a video of a teacher using the routine in her classroom.

Ellen Rogers
50
 

AFRICAN COSMOS

Put the ARTS in STEM - From Egypt to South Africa, take a brief tour of the African Cosmos  and have your students discover the intersection of Art and Astronomy in the southern hemisphere.   Explore constellations only seen on the African continent.  See why the Goliath beetle became a symbol of rebirth for the Egyptian scarab.  Learn about celestial navigation by people and animals. 

Create Your Own Constellation!  Request Activity sheets for your classroom.

Submit your class constellations to our Student Gallery and be a part of your own school's online exhibition!


Jessica Radovich
73
 

ACCESS SERIES | Galaxy Quest

IMPORTANT: Click on the "i" for information icon and the paperclip icons as you move through the collection.

Have you ever wondered what's going on out there in the universe? Would you like to discover exciting things about planets, stars, and galaxies? Today, we will go on a GALAXY QUEST to EXPLORE THE UNIVERSE!

RATIONALE | Digital technology has transformed how we explore the Universe. We now have the ability to peer into space right from our homes and laptop computers. Telescopes, photography, and spectroscopy remain the basic tools that scientists—astronomers and cosmologists—use to explore the universe, but digital light detectors and powerful computer processors have enhanced these tools. Observatories in space—like the Hubble Space Telescope—have shown us further into space then we have ever seen before.

EDUCATORS | For the LESSON PLAN of the original "Galaxy Quest" << CLICK HERE >>

Lesson Objectives:
1. Process and save at least one digital image of a galaxy or space image (with caption)
2. Create a three-dimensional astronomy sculpture (galaxy or other space body, space alien, plant, animal)
3. Create a digital astronomy sculpture (galaxy or other space body, space alien, plant, animal)
4. Visit the Explore the Universe exhibition at NASM and identify Hubble parts (mirror, lens, spectroscope)

Learning Objectives:
1.     What a galaxy is
2.     What a space telescope is
3.     Learn how to open an image on the computer and process it
4.     Socialize well in the museum setting


Tags: decision-making, self-determination, access, disability, accessibility, neurodiversity, special education, SPED, out of school learning, informal learning, cognitive, social skills, engagement, passion, creativity, empowerment, All Access Digital Arts Program 


Jessica Radovich
77
 

MicroObservatory: A guide to Observing the Universe

MicroObservatory is a network of automated telescopes that can be controlled over the Internet. In this collection, students will learn how they can control these telescopes themselves, using many of the same technologies that NASA uses to capture astronomical images by controlling telescopes in space. After gathering their very own images of space, students will learn the steps professional astronomers take to process the astronomical masterpieces so often seen from NASA, and then have the opportunity to create their very own!

Jessica Radovich
6
 

Astrophotography: Student Activity in STEAM (Science, Technology, Engineering, Arts, and Mathematics)

In this student activity, you’ll use specialized image processing software to bring out visual details from images of objects like the Moon, Sun, star clusters, nebulas, and galaxies. After you analyze your own image(s), you’ll have an opportunity to research related astronomy information and to share your scientific and artistic interpretations of your telescope data.
Jessica Radovich
15
 

Introducing Hokusai: Mad about Painting

This Learning Lab Collection introduces three themes from the Hokusai:  Mad about Painting exhibition and provides works of art, classroom activities, and discussion questions associated with each theme. 

Tags:  #AsiaTeachers; Be a Reporter; customs; daily life; dragons; Edo; Great Wave; Hokusai; Japan; nature; New Year; personification; poetry; power; Project Zero; Mount Fuji; See Think Wonder; Step Inside; symbols; thunder; woodblock print

About the exhibition:

Hokusai:  Mad about Painting
November 23, 2019–November 8, 2020
Freer Gallery of Art, galleries 5–8

The Japanese artist Katsushika Hokusai (1760–1849) is widely recognized for a single image—Great Wave Off the Coast of Kanagawa, an icon of global art—yet he produced thousands of works throughout his long life. Charles Lang Freer recognized the artist’s vast abilities before many other collectors, and he assembled the world’s largest collection of paintings, sketches, and drawings by Hokusai. In commemoration of the centennial of Freer’s death in 1919, and in celebration of the Summer Olympics in Tokyo in 2020, the Freer Gallery presents a yearlong exploration of the prolific career of Katsushika Hokusai. Works large and small are on view, from six-panel folding screens and hanging scrolls to paintings and drawings. Also included are rare hanshita-e, drawings for woodblock prints that were adhered to the wood and frequently destroyed in the process of carving the block prior to printing. Among the many featured works are Hokusai’s manga, his often-humorous renderings of everyday life in Japan. Together, these works reveal an artistic genius who thought he might finally achieve true mastery in painting—if he lived to the age of 110.


Freer and Sackler Galleries
26
 

Antelope Valley Indian Museum

The Antelope Valley Indian Museum has been a public museum since 1932, but it has also been a homestead, a theater, a dude ranch, a Hollywood set, and an attraction. It is situated on 147 acres of desert parkland on the south side of Piute Butte in the Mojave Desert against a dramatic backdrop of Joshua trees and towering rock formations. The building’s unique architecture and creative engineering earned it a spot on the National Register of Historic Places, and the Native American Heritage Commission designated Piute Butte as a sacred landscape.

The Collection
The museum exhibits over 3,000 objects, including many rare and outstanding objects from the Antelope Valley, California coast, Great Basin, and the Southwest. An important four way trade route developed in the Antelope Valley at least 4,000 years ago. The trade routes went west and south to the California coast, north to the Central Valley, northeast to the Great Basin (the desert east of the Sierra Nevada Mountains), and east to the pueblos in what is now Arizona, New Mexico, and Mexico. The trade route expanded and enriched the material and social resources available to Antelope Valley residents, allowing large villages to develop near the valley’s springs.

History of H. Arden Edwards
Howard Arden Edwards, a self-taught artist, was fascinated with the scenery around the buttes in the Antelope Valley.  He homesteaded 160 acres on rocky Piute Butte and in 1928.  With his wife and teenage son, he began construction of what was to be a combination home and showcase for his extensive collection of American Indian culture.  A unique structure evolved: a Tudor Revival style building, decorated inside and out with American Indian designs and motifs, incorporating large granite boulders as an integral part of the building both inside and out. You actually climb upon these rocks as you go from picturesque Kachina Hall upstairs to California Hall. This unusual upper level housed Mr. Edwards' original "Antelope Valley Indian Research Museum."

History of Grace Oliver
Grace Wilcox Oliver, a onetime student of anthropology, discovered Edwards' property while hiking in the desert.  She felt it would be a perfect setting for a personal hideaway. She contacted the owner with an offer to buy the property.  Successful in these negotiations, she modified some features of the main building, added her own collections, and expanded the physical facilities on the property.  By this time she had decided to open the entire structure as The Antelope Valley Indian Museum.  Grace operated the museum intermittently through the 1940s, 1950s, 1960s and 1970s.

Becoming a State Park
Local support for the acquisition of the property by the State of California led Oliver to sell the land and donate the collection to State Parks in 1979. The museum has been designated as a Regional Indian Museum, emphasizing American Indian cultures of the Great Basin.

Lori Wear
40
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