Found 655 Learning Lab Collections
This collection contains images, lithographs, and written documents pertaining to the period of Reconstruction. Reconstruction marks the period in American history beginning in 1863 and lasting through 1877. This collection will help to better understand the role Reconstruction played in re-establishing race relations and enfranchising African Americans, but also the struggles African Americans faced in upholding their rights. People who view this collection will be able to analyze and respond to the question "Was Reconstruction successful?" #TeachingInquiry
The Goryeo period (918-1392) is referred to as Korea’s age of enlightenment, when arts and cultures flourished under the patronage of the Goryeo aristocracy. Buddhism was the official state religion, which Buddhist temples and members of the royal court committed a huge portion of their resources to the practice of faith and to the creation of ritual implements and artworks as expressions of devotion.
Tremendous ceramics, lacquer wares, Buddhist paintings and sculptures, illustrated manuscripts, and metal crafts in Buddhist symbols and motifs were made during this period. The Goryeo period is widely known as the jade-green glazed, graceful shape, elegant floral motifs and decorative inlaid design celadons to the Western culture.
This Learning Lab Collection is created for Summer Institute for Educators, Discovering Korea's Past: Interdisciplinary Connections.
Keywords: Korea, Goryeo, Celadon, Buddhism, Inlay, Jade-green, Glazed, Ceramics
What kind of relationship can you find between shapes, colors, or lines depicted in these nonrepresentational artworks? How could they symbolize a real-life relationship?
"Remember Pearl Harbor" was a call to action, that rallied all Americans to step up and support the war in any way they could. This collection explores the symbolism and impact of lapel pins produced during World War II.
Introductory Activity: Print image cards for small group collaboration. Students will sort images into three categories:
- Representational Art (realistic imagery)
- Abstract Art (recognizable imagery that does not reflect actual appearance)
- Nonrepresentational Art (does not represent a depiction of the physical appearance of people or objects)
Formal Analysis Activity:
Choose a few images to compare and contrast: How did the artist use line, shape, color, balance, repetition, or overall composition to convey
- The illusion of movement or rhythm
- Visual tension
- A mood or feeling
This collection will prompt thinking about attitudes towards new immigrants throughout our nation's history. What has changed and what has stayed the same?
It is also designed to allow users to explore the range of technical features and content resources available in the Smithsonian Learning Lab.
tags: immigrant, America, assimilate, nativism, stereotypes
This collection was created for the purpose of immersing my fifth grade social studies students in a world of artifacts that they would otherwise not have had the opportunity to see. My students lack exposure and background knowledge centered around the arts. Most of them would never have the opportunity to view these artifacts in person. Having this collection and abundance of options to integrate into my curriculum opens a world of opportunities! #pzpgh
This collection explores the rockets NASA used during the Apollo and Space Shuttle programs, as well as some novel designs and propellants for use in future rocket systems.
The five years of the Civil War are quite rightly considered a period of ordnance and artillery experimentation, development, and transition. The work of one man led, in fact, to the casting of one of the biggest guns ever built, even to the present day--a monstrous 20-inch muzzzleloader that fired a 1000 pound solid shot
The focus of this collection is architecture around the world. Ancient Roman architecture in particular, has influenced the way more modern architects design buildings all around the world. My interest in architecture comes from the time I spent in Italy in 2016. I visited Rome, Florence, and all around Tuscany. As I saw during my stay there, and also what we have learned in class, is that the most important features in Roman architecture were arches, columns, and very thick walls. Columns were erected to show victories in wars and arches were pivotal in Rome’s success. Without arches, they wouldn’t have been able to build expansive buildings or roadways from Britain to the Middle East. Aqueducts contain arches which serve as a nice physical feature, as well as hold a strong material in place for many many years. Romanesque style influenced Gothic style, which contained high pointed vaulted and a more vertical appeal. There is so much detail in every piece of architecture and every building tells an individual story. Much of the architecture standing where we are today, tells a story of what we know about Romans.
The Romans culture included a ton of art. Granted, most of their ideas came from the Greek culture that preceded them. A lot of their art is a play on a Greek original. They dabbled in architecture; building temples, tombs, etc. They built sculptures with materials such as copper and iron. They even had a few writers and poets. This particular collection focuses on the architecture, sculptures and paintings related to their culture. I chose this topic and these segments because I am extremely interested in seeing how art was when it was first coming to fruition, generations ago. It is fascinating to mentally compare it to the art forms we see today. #AHMCFall2019
Collection of examples of Roman Mosaics and lesson plan for creation of garden mosaics.
Day 1: powerpoint/ history of Roman Mosaics, begin planning, paper design
Day 2: group makes a design on contact paper with tiles
Day 3: make mosaics in the lab
Day 2 Directions:
Write the words: What is a Roman mosaic? in the center circle. Fill circle map with at least 10 words that define and describe a Roman mosaic in the outside circle. You can use the i-pad to access Google Classroom to review the information from the powerpoint we viewed in class.
- Use the sample bag of tiles to figure out what color tiles you need.
- Write the number of tiles your group estimates that you will need to complete your mosaic in the blanks below. You may make changes at this time to your design based on colors available.
_____ black _____ dark blue _____ orange
_____ white _____ teal blue _____ lavender
_____ red _____ yellow
- After you have estimated the amount of tiles you will need of each color, choose one member of the group to take their paper with the numbers listed and go to the table to count tiles out and put into 1 ziplock.
- Next, use your rough draft to arrange tiles.
- Create border (1-2) colors first.
- Then, create center design (3-4) colors.
- Put contact paper with tiles inside clear tray.
- Fold back ½ sheet of contact paper circle, fold over, arrange border tiles on half sheet, Remove rest of contact paper, place the rest of the border tiles on second half of contact paper. Save paper back of contact paper to press down and even out after placing tiles.
- Don’t forget to use a pencil to measure the distance between tiles (you should be able to fit a pencil between tiles).
- Carefully remove contact paper with mosaics from plastic tray and set aside.
- Mix cement in clear tray, 8 cups of cement to 1 cup of water, start with ½ a cup, then add gradually/not all at one time, may not need whole cup of water, stir until mixed evenly
- When cement starts to thicken smooth it out on top
- Use your pencil to estimate the center of the circle, push pencil down in center
- Begin transferring tiles to top of cement, do not press them into the tile until all of your border and design are complete
- After all tiles are transferred and you are happy with how it looks, use the eraser on your pencil to push tiles down gently, slowly a little bit at a time
- If it starts getting dried out, spoon a little bit of water onto the top and smooth out
- If it gets too wet, you can use a paper towel to soak up excess water
Rubric: Total 20 points
_____ 5 following directions of procedure
_____ 5 arrangement of tiles
_____ 5 group participation
_____ 5 safety in the lab/lab sheet completion/circle map
This topical collection of resources and analysis strategies can be used as a brainstorming tool to support student research on the National History Day (#NHD) 2020 theme of "Breaking Barriers in History". This collection focuses on primary and secondary sources on the accomplishments and contributions of aviator, Ruth Law.
#BecauseOfHerStory #NHD #NHD2020
Tags: Ruth Bancroft Law Oliver, aviator, world records, flight, military, World War I, women's history
Students may use this collection to explore the reasons why Sacco and Vanzetti became a celebrated cause among liberal activists in the 1920s, and how their trial exemplified cultural divisions that emerged during the decade. Examining artists' perspectives on the trial through visual arts and music will help provide insight into the era.
Tags: 1920s, Twenties, immigration, nativism, anarchy, socialism, Red Scare, crime, justice, inquiry, continuity and change
Samuel Langley was the director of the Allegheny Observatory very near the city of Pittsburgh. Langley focused his telescope on the sun each clear day hoping to find its secrets and energy output.
Many modern Native Alaskans share their cultural traditions through dance, textiles, song and art. As you watch each of the three short videos, think about the following questions:
1. What do you see?
2. What do you think about that?
3. What does it make you wonder?
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 is meant to be used in the midst of a unit of Edo Japan. Through the study of new technologies and scientific advances at the time, students can further dive into the Edo national dynamics by means of the developments in science. This module on science and technology is geared towards understanding Edo Japan through inventions and progress other than in the arts, and in unison with the rest of the world, therefore opening discussion as to how closed the country really was.
Numerous technologies are tightly linked to cultural expressions such as theater arts and the ukiyo-e , and therefore, a separate series of lessons on arts and culture during the Edo Period is absolutely necessary following or preceding this lesson. A study of the Edo culture remains a common approach to explore the society in Edo Japan; the study of science and new technologies compliments this analysis, and it will facilitate engaging a wider audience.
The artifacts listed here provide illustrations of cross-cultural developments and technological inventions before the end of the Edo period. Through these resources, the teacher can focus on medical advances, particular inventions such as the Montgolfière or simple robots, greater historical processes such as industrialization or everyday objects such as hairpins and cloth, which were also part of the exchange of ideas.
Analyzing these technological commonalities between Japan and the greater global arena, will provide context for the later discussion of ‘rangaku’ (Dutch studies) during the Edo period.
Lesson plan (2-4 hours)
1. Make the resources and artwork available to the students in preparation for the lesson at least one day ahead of class. These artifacts and texts will serve as a pre-research idea bank and starting point.
2. Teacher can briefly present the material available and prepare a quick lecture or discussion presenting a general overview of science in Japan at the time, or sciences in the world during the same period (e.g. main inventions and discoveries, scientific leaders and award winners, revolutions in science such as the Industrial Revolution.) The lecture could include a brief overview of the state of the social sciences around the world, as well (e.g. theories in psychology, birth of sociology, main theories in anthropology.)
3. Lead the routine "Claim/Support/Question" using the resource "Ukie Edo Nihonbashi Odawaracho uoichi no zu." Discuss the main issues and talking points that surfaced during the routine; tie in the results of the routine with the keywords presented in Step 2.
4. Students explore on their own the resources in the collection and decide on a topic that they would like to research further. A few ideas are: automated technologies, advances in medicine, technology of daily-life objets or technology in the arts. Teacher can also provide research support to guide students into the collection's reading, such as scaffolded questions or a diagram to lead to their preferred topic.
5. Students research the topic of their choice and prepare 10-20 minute presentations on the topic. The goal and format of the presentations can also be defined in class (e.g. slideshow, written piece, a draft for a longer essay, a design technology project...)
At the end of the lesson on Edo culture and science, create a newspaper that covers the main events of the Edo period. Students can write pieces on the area of their choice: politics, science and technology, arts and culture, or even a column on daily life. Teacher can define the word limit and format, topics covered, and members of each newspaper. After editing and correcting the articles, they can be arranged as a real newspaper. The resources in this collection serve as primary and secondary sources for the activity.
*PDF of examples is attached in the collection.
Students, please scroll through the videos in order to learn about four areas of science with Smithsonian scientists: Earth science, Marine science, Animal science, and Space science. There is a Smithsonian online interactive in each section under learn more.
Tags: frogs, elephants, ocean, snails, dinosaur, leopard, elephant
How can we think about gender through cultural and social lenses? This image gallery invites students to explore gender identity. Using artful looking techniques, students can think critically about how girls are depicted around the world. This collection uses the Harvard Project Zero Visible Thinking routine, "See Think Wonder" for exploring works of art. This strategy encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry.
Keywords: girl, woman, gender, identity, culture, history, advertisements, sculpture, art, anthropology
This collection is designed to help students learn and understand the idea, artistic approach, decision making and creative processes that come to play when one creates a self-portrait.
This collection was created in conjunction with the National Portrait Gallery's 2017 Learning to Look Summer Teacher Institute.
TAGS: #NPGteach, learning to look, National Portrait Gallery, self-portrait, portrait, figurative painting
A collection of various self-portraits throughout art history, for exploration and comparison.
Self-portraits have been prevalent for centuries as ways for artists to immortalize themselves and their passions. As you engage with this collection, ask yourself some of the following questions: Why did the artists choose to paint themselves in this way? What similarities and differences do you notice among these portraits? Why might these artists decide to include certain clothing or objects in their paintings?
By studying these paintings, we can gain a better understanding of who these artists were and what they valued.
How do we hear what we hear? This collection is about hearing the world in unexpected ways through human perspectives of science and culture, and animal adaptations. Meet a shark whose entire body is an ear; zoo otters who play the keyboard; rabbits whose large ear adaptations provide self-defense; and the reasons for a sea lion's bark. Learn about the structure and function of human ears can only see a certain type of light within the electromagnetic spectrum. Background information from the website Neuroscience for Kids provides an overview of how the ear and hearing functions work, as well as a sound experiments to try. The collections closes with a cross-cultural examination of hearing and function from Tibetan Buddhist monastics.
Based on exhibition project work through Science for Monks and The World of Your Senses Exhibition (2010).