Found 687 Learning Lab Collections
Art 3 students will compare the elements and principles in each image and distinguish their aesthetic qualities of expression.
The Will to Adorn is a multi-year collaborative folk cultural research and public presentation project initiated by the Smithsonian Center for Folklife and Cultural Heritage.This project explores the diversity of African American identities as expressed through the cultural aesthetics and traditional arts of the body, dress, and adornment.
Museum of the African Diaspora (MoAD) in San Francisco, CA was one of the participant museums in the 2017 The Will to Adorn project. Six high school students examined African-American fashion in the San Francisco Bay Area.
Through a combination of street photography, museum visits, field trips and interviews with Bay Area fashion creators and trend setters we took a closer look at the different ways African-American fashion is expressed.
This is a collection of their photographs curated by the program coordinator.
How did the space suit come to look the way it does? From the United States Navy's Mark IV pressure suit to the Apollo AL7 model, this collection explores its evolution. Investigate the hotspots in each image, and watch the videos included. Try to put yourself in the place of an astronaut - what are their needs, and wants?
Next, investigate the roadmap for the developing Mars One mission. How will a Mars mission differ from the Mercury, Gemini, and Apollo programs?
After exploring the collection, see if you can redefine the "space suit" problem for the next generation of space explorers - specifically those going to Mars. Will astronauts need more mobility? More protection? What insights did you gain from looking at this collection? Write down the problem and any critical information gained.
1. Come up with as many solutions as you can to the defined problem. Don't worry about testing them all - let your imagination run wild - and challenge yourself to come up with lots of different solutions.
2. Talk with a partner to see which solution has the most merit between you both. Refine your idea based on this conversation.
Finally, prototype! Use simple, inexpensive materials to model your design.
This collection explores regional contractors that contributed to the Apollo Program. Union Carbide, North American Aviation, and RCA are just three of the many private firms that contributed goods and services to NASA during the race to put a man on the Moon.
Have students examine the map of NASA contractors. Ask:
- What companies do you know?
- Which are closest? Farthest away?
- What do you wonder about these companies? Their locations?
Have students investigate the images in the collection. Discuss:
- What do you see? What do you think about that?
- What types of products or materials were needed on the Apollo mission?
- How did companies take advantage of their association with Manned Spaceflight?
Using the map, encourage students to find items produced by other manufacturers on this database by searching the manufacturer name. Compare the products associated with different companies - what types of products do they see, and what types of products are missing? Are there advantages to having certain things produced closer to the launch site? What types of items could be produced farther away?
Invite students to find other Apollo-related advertisements from the period using the Internet. What can be said about these advertisements?
Invite students to create their own advertisement based on the items they find here, as well as research about the NASA-contracted company.
Established in 1962, the NASA Artists Cooperation Program gave several artists unrestricted access to several NASA facilities. The goal was to communicate the emotional tone and the cultural significance of space exploration.
This collection uses the "Connect Extend Challenge" visible thinking strategy developed by Project Zero at Harvard University. This strategy encourages students to make connections between new ideas and prior knowledge. It also encourages them to make a personal connection to an artwork or topic.
Observe and discuss the first image as a class. Use the "Connect Extend Challenge" to discuss the image as a class. Ask the following:
- How is the artwork or object connected to something you know about?
- What new ideas or impressions do you have that extended your thinking in new directions?
- What is challenging or confusing? What do you wonder about?
Provide any background knowledge that enhances the conversation, using the metadata information about the NASA Artists Cooperation Program.
Next, divide the students into 4 groups. Have them use the same questions to discuss one of the 4 images that deals the Apollo 11 launch. Wrap-up the discussion by having each group share out key thoughts and responses. Repeat the same process with the 4 images that represent Mission Control (note, Mission Control Images are from a selection of Apollo missions).
Finally, students should choose one of the final 4 images to investigate, using the "Connect Extend Challenge" to guide their exploration. Their work could be shared verbally in a paired group, or written as a personal essay.
This Collection Introduces The Children to Lions and Tigers and how they are in the wild to children and encourages them to start collections of their own based on the Book "Have You Seen My Cat" by Eric Carle
The resources in this collection will be used to help Montgomery College IERW002 students complete the essay on Our Vulnerable Planet. Students are to use the articles and videos to enhance their understanding of the topics. Students will complete Reading Information sheets on every resource that is used in this assignment - images, articles, graphs, and videos. In class and out of class assignments are based on these resources.
What can we learn about global climate change by examining icebergs? This collection includes resources (pictures, articles, and videos) that give more insight on the effects of global warming on icebergs. The video and articles will provide you with more background knowledge on the subject.
tags: climate change, global warming, iceberg, glacier, melt, temperature, environment
After the Britains won the British, French and Indian War, the victors made promises to the native Americans that the former French claims would not be occupied by the English colonists. The Quebec Act forbade settlers to pass beyond the ridge of the Appalachian Mountains. Britain soon discovered that it was impossible to stop the settlers from crossing into Indian lands. The reaction of the native-Americans was swift and furious. Raiding parties killed and/or captured hundreds of these frontier farmers.
Students will analyze Sol LeWitt's variations of the open cube to apply their knowledge of drawing cubes using isometric paper and nets of cubes. Students will extend their knowledge of surface area while observing LeWitt's Cube without a cube and make a generalization for two formulas.
This is an activity for a grade 6 or 7 geometry class. Prerequisite knowledge: volume, surface area and nets of cubes.
Students can do the work in groups of 2-3 there are sections for thinking routines and prompts for students to upload photos of their work.
The United States presidential election of 1876 was one of the most disputed presidential elections in American history
How has compromise been used to end ongoing conflict? U.S. History sample topics for National History Day 2018 includes an overview about treaties from the exhibition "Nation to Nation: Treaties between the United States and American Indian Nations", "The Canandaigua Treaty of 1794", and "The Indian Removal Act of 1830". Use the objects, videos, and online lessons in this collection to help inform your National History Day project.
Observe and discuss selected images. . .
- What shapes or forms are combined in each image?
- What purpose do you think it was designed for? Why do you think that?
- What do all the images have in common?
After discussion, construct a definition of the term "modular."
ART MAKING CHALLENGES:
- Create a modular sculpture for a community space using cut and folded paper or tag board.
- Draw a modular design for a building with a specific purpose.
- Design modular storage for a small apartment.
- Design modular furniture that could be rearranged for different purposes.
Everyone enjoys a festival or celebration! Let's look at some. . .
- Observe images and guess which culture each represents.
- Play "I Spy Juxtaposition." Work with a small group to examine an image and find where the artist has juxtaposed symbols or text with the image to create meaning.
- What might you include in an artwork about a festival or celebration? Would there be dances, special music, food, clothing, or activities?
Art making challenge: Collaborate in a small group to create a design for a booth, stage, or other area for a cultural tradition at a festival. Designs will be combined into a festival mural.
This student activity introduces students to the concept of repatriation of cultural heritage items to the tribes to whom they belong, and the ways that museums and Native American groups are now using 3D technology to aid in the process. A killer whale hat, or kéet-s'aaxw, was requested to be repatriated by members of the Tlingit tribe. The Smithsonian Institution, under the repatriation provisions of the National Museum of the American Indian Act, did so. In the years following, the clan's leader decided that it might be beneficial to 3D scan the image in order to preserve its details and protect it in case of loss or fire. Having this data allowed the museum to create an accurate replica to be used for educational purposes, and provided the tribe with peace of mind. Learn more about this story and other cases of repatriation and replication in this collection which includes a 3D model and tour, video, website, and images of objects that have been part of the process.
Essential Questions include:
- How does the current process of repatriation reflect a change in traditional relationships between museums and indigenous groups?
- What kinds of guidelines should be used to determine which objects should be repatriated?
- What benefits does 3D technology provide for museums and Native American tribes? Can you envision other scenarios where 3D technology might play a similarly beneficial role?
Tags: Native American, American Indian, Tlingit, repatriation, replication, 3D technology, whale hat, indigenous, rights, change over time, museums, anthropology
This collection supports students to write their own memoirs and is aligned to the Teacher's College Reading Writing Project (TCRWP) Memoir Writing Unit. One objective of this unit is students will create "well-developed characters who change." Through the examination of portraits matched with mentor texts, students have the opportunity to examine how artists capture the complexity of people through visual art and language.
This collection was created in conjunction with the National Portrait Gallery's 2017 Learning to Look Summer Teacher Institute. #NPGteach
This collection explores plaited and twined woven objects from the North Pacific Coast. A link to the website "Woven Together" introduces students to the Nuu-chah-nulth community and language. Simple step-by-step illustrations using easily accessible materials allow students to learn plaiting and twining techniques.
Two videos at the end introduce the classroom to master weavers and sisters, Teri Rofkar and Shelly Laws. They explain the twining technique with examples of their work, including Chilkat woven blankets.
This collection comes from a family festival at the National Museum of the American Indian that explored uses of leather in Native communities - literally from the hunting and tanning of deer and their hides, to their use in ritual and everyday life. The collection includes demonstrations of deer-hide tanning, moccasin making, bead working, instructions to make a leather pouch and a daisy chain bracelet, and an interview and performance by Lawrence Baker and the White Oak Singers.
This collection presents the importance of the tax on tea and other items during the American Revolution. Britain is known for having tea, and is used in daily lifestyles of the people in Britain and America. After the war the British placed taxes on everything such as sugar, glass, paper, and tea. Riots, boycotts, and protest occurred one after another. American people did not appreciate the extra money they had to pay for the items they use for daily activities, so they decided to stand up for themselves and go against the British to become an independent nation. The taxes brought the people together as a community against the government.
This collection focuses on the role taxed tea plays in during the American revolution. It contains documents, pictures, and items about the cause and effect of the war and the Townshend act. There are also famous cartoons included that exaggerated the relationship between the British and Americans. War led to the American having debt which led to the British taxing the colonist. They taxed on stamps, sugar, glass, paper, and most importantly, tea. All these taxes angered the colonist, so The British removed some, but still continued to place taxes on the people. The taxing led to a war for independence because the American people were just tired of the British control. They wanted to become a new independent Country and the people wished for their freedom. They would do anything to remove the tax on their items even if it means rioting. The people of America started to come together as a nation and brutally start to fight for their freedom.
This collection of items shows things like items and objects that were used to carry out religious ceremonies of the enslaved African people. This collection will also look at what exactly religion was and looked like during slavery times. The Africans that were brought over to the Americas for the purpose of slavery had no knowledge of Christianity or any other European religion. Africans had their own beliefs and since brought over to slavery, could no longer practice them freely. Slaves were eventually exposed to Christianity by their slave masters and that was the only religion that the master permitted. Slaves ultimately saw the European religion, Christianity, as possible freedom. The slaves often resisted the teachings and exposure of Christianity because of their strong commitment and belief in their motherland religion. Eventually there was a mixture of the slaves original religion back in their homeland and the newly learned Christianity. Enslaved people also eventually appealed to Christianity and turned it into a possible road to freedom. This was no good sign for slave masters, which soon leads to punishment of things like open worship and Bible reading. We will be looking at many things in this collection from items to secret gathering places that the slaves used.
This collection comes from a set of lessons plans to introduce students to the culture of Puerto Rico by looking at customs and objects - specifically masks - connected to the annual celebration of Carnival. The lessons are split into four levels, covering grades K-2, 3-5, 6-8, and 9-12. They were originally adapted from a set of activities that appeared in Our Story in History: A Puerto Rican Carnival, a website produced by the Smithsonian's National Museum of American History - also shown in a link inside the collection, along with instructions for students to make their own masks. The lessons include objects from the Smithsonian's National Museum of the American Indian in New York, the George Gustav Heye Center, and the Department of Anthropology, National Museum of Natural History.
Lei making is an important part of Hawaiian culture. These twisted strands are worn on important occasions and given as gifts of welcome. In this collection you'll find a demonstration video by Mokihana Scalph, as well as performances of children's stories, dance performances, and images of leis and ti leaves, to give context to the performances.
Native American Beading: Examples, Artist Interview, Demonstration and Printable Instructions for Hands-on Activity
This collection looks at examples of bead work among Native American women, in particular Kiowa artist Teri Greeves, and helps students to consider these works as both expressions of the individual artist and expressions of a cultural tradition.
The collection includes work samples and resources, an interview with Ms. Greeves, demonstration video of how to make a Daisy Chain bracelet, and printable instructions.