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Found 655 Collections

 

Henry David Thoreau - Resources and “Walden: A Game"

Can a Video Game Capture the Magic of Walden? 

Henry David Thoreau’s

Read more: https://www.smithsonianmag.com...
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Mary Marotta
11
 

Unveiling Stories: Children at Work

I created this collection to have my students understand better the role children played in the past. Considering how quickly I have to teach history to my 4th graders I wanted to rely on photographs to help orient the students into time and place. I focused on the late 1800s into the mid-1900s. The students in my class wanted to know more about children's lives during the time period we were learning about. The purpose of the collection is to push the students to think beyond what they immediately see and consider the bigger ideas captured in these photographs.

#goglobal

Students engaged in thinking routines during this activity:

See, Think, Wonder

  • What do you see?
  • What do you think?
  • What do you wonder?

Unveiling Stories

  • What is the story?
  • What is the human story?
  • What is the world story?
  • What is the new story?
  • What is the hidden story?

Ellen Rogers
15
 

Investigating the Life of Enslaved People Through Artifacts

In this collection, you will examine artifacts, paintings and text that gives you a window into the life of enslaved people of the US during 1700s and 1800s. I created this content as a way for my 4th grade students to dig deeper in their understanding of enslaved people beyond what our textbook provides. The students are asked to take meaningful analysis of the artifacts and to consider what further inquiries they have. 

#goglobal

While you navigate through this collection, consider:

See Think Wonder Thinking Routine

  • What do you see?
  • What do you think?
  • What do you wonder?

Main, Side, Hidden

  • What is the main story?
  • What is the side story?
  • What is the hidden story?

Unveiling Stories Thinking Routine

  • What is the main story?
  • What is the human story?
  • What is the world (issues) story?
  • What is the new story?
  • What is the untold story?
Ellen Rogers
27
 

Student Activity: An Exploration of Immigration/Migration Experiences

With this collection, students can explore people's stories of moving to a new country or culture (both forced and voluntarily), and then walk, fly, or sail "a mile in their shoes" to imagine some of the challenges they encountered in moving to their new home.

Then, they can write up their own family stories, using a variety of resources including a "Today I Am Here" homemade book, or PBS Learning Media's resources, "Digging at the Roots of Your Family Tree."

#EthnicStudies 

This collection supports Unit 1: Precious Knowledge - Exploring notions of identity and community, Personal history / identit / membership / agency, of the Austin ISD Ethnic Studies Part A course.

This Smithsonian Learning Lab collection received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center. 

Philippa Rappoport
11
 

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!  



Deborah Stokes
73
 

Analysis of an Artwork by Maya Lin

Chinese American designer and artist Maya Lin (b. 1959) achieved national recognition as a Yale University undergraduate student when her design for the Vietnam Veterans Memorial won a national competition. 

In this activity, students will analyze a unique artwork-filled room designed by Maya Lin, first using only a still visual with little context, then a hyperlapse video of the artwork's installation,  then the artist herself discussing  her process, materials used, and vision. Students will make predictions based on visuals, gradually learn about the context of the artwork, and reflect on how their perception of the artwork changed with the addition of new information. 

This activity can be used as an entry point into studying Maya Lin's artwork and other artworks inspired by experiences with the natural environment. This activity opens with a Project Zero See-Think-Wonder routine and asks learners to look closely, prior to revealing additional contextual information. To learn more about other Asian Pacific American Artists, visit this collection: https://learninglab.si.edu/collections/asian-pacific-american-artists/bW68eE1p6kHVzsC7#r

This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center.

Keywords: Chesapeake Bay, Maya Lin, Asian American, marbles, Renwick Gallery, waterways

#APA2018 #BecauseOfHerStory

Ashley Naranjo
13
 

A STEAM Approach to Understanding Bees

Explore bees' behavior and their role in pollination through real-world sources and data and meet Smithsonian experts in the field. This collection includes instructional strategy, student activities, assessment, and extension ideas. Organization is made visible by divider tabs indicating such components as concept understanding, Project Zero thinking routines, and calls to action.

This collection was developed by Sandra Vilevac, STEAM Specialist, Washington International School. See Sandra's other collections by searching the Learning Lab for #SmithsonianSTEAM.

Keywords: animal, insect, plant adaptation, animal communication, flowers, pollen, honey, hive, engineering, entomologist, pollinator, colony, system


Thank you to our sponsor, the Smithsonian Women’s Committee.

#SmithsonianSTEAM

Sandra Vilevac
61
 

Women´s Suffrage in the United States (early 20th c.)

Artifacts of the Suffrage Movement  and Anti-Suffrage Movement 

Avery Beebe
16
 

The Progressive Era?

Objective: Students will be able to identify the objectives of the Progressive Movement through primary source analysis in order to evaluate their impact on American society.

Essential Questions: 

  • What were the main objectives of the Progressive Movement?
  • Is 'progressive' an appropriate term to define this era?
Emily Surman
19
 

Breaking Barriers: Examining the Life and Work of Isamu Noguchi

This topical collection of resources can be used as a brainstorming tool to support student research on the National History Day 2020 theme of Breaking Barriers in History. This collection focuses on primary sources on the life and work of artist and designer Isamu Noguchi.

Isamu Noguchi (November 17, 1904 - December 30, 1988) was a Japanese American artist, landscape architect, and designer. Noted for merging Western and Eastern influence, Noguchi expanded the definition of sculpture with creations that ranged from portraiture and abstract sculpture to graceful meditation gardens and sprawling landscapes. Drawing distinction between art and design, Noguchi also created furniture, theater sets, and other functional objects that demonstrated his desire to incorporate sculpture into daily life. On May 18, 2004, Noguchi was honored by the United States Postal Service with the release of five stamps depicting his work at a ceremony in Long Island City, New York. The selvage (edge of the sheet) also includes a photograph of the artist taken in 1952 and his quote, "Everything is sculpture. Any material, any idea without hindrance born into space, I consider sculpture."

#NHD #NHD2020

Tag: Isamu Noguchi, sculpture, sculptor, stamp, design, furniture, World War II, Japanese American

National Postal Museum
45
 

Artist Trading Cards: Database

In this collection, students will explore  artists from modern and contemporary eras. Students will choose one artist to learn more about using the links provided. Students will research the history in connection with the chosen artist and describe their work. Students will then create 4 trading cards about their chosen artists, with images in the style of the artist. 

Collection includes artwork by the following artists: El Anatsui, Andy Warhol, Dorothea Lange, Monet, Helen Frankenthaler, Mark Rothko, Nick Cave, Yinka Shonibare, Wayne Thiebaud, Mary Cassat, Kandinsky, Paul Klee, Mies van der Rohe, Kehinde Willey, Amy Sherald, Ansel Adams, Ran Hwang, Julie Mehretu, Sarah Sze, Rusell Crotty, Jasper Johns, Romare Bearden, Frank Lloyd Wright, Mondrian, Seurat,  Calder, Donald Judd,  Sol Lewitt, and Roy Lichtenstien.

This collection was created for the "Smithsonian Learning Lab, Focus on Global Arts and Humanities" session at the 2019 New Jersey Principals and Supervisors Association (NJPSA) Arts Integration Leadership Institute. 

Keywords: art history, trading cards, modern, contemporary,

Rebecca Beaird
135
 

Character & Setting

This collection focuses on exploring characters and settings, as well as how the two can be used together for a specific purpose. I used this collection to demonstrate to students how characters and settings impact one another.

#PZPGH

C.Harris
6
 

chairs

sketches, designs, prototypes and finished chairs

Louise Brady
22
 

Climates of Inequality: Design Interventions

Humanities Action Lab (HAL), currently hosted by Rutgers University-Newark (RU-N), is a coalition of universities, issue organizations, and public spaces, that collaborate to produce community-curated public humanities projects on urgent social issues. HAL’s current project, Climates of Inequality, explores climate and environmental justice in 23 localities around the world. RU-N's Graphic Design | Senior Seminar I partners with the Newark iteration, focusing on the (current) Newark Water Crisis.

Student are asked to respond to the escalating public health crisis— elevated levels of lead in Newark’s water. How can we, as designers, assist in this conversation? Teams design participatory experiences to engage Newark residents and RU-N students in order to create awareness about the crisis. Projects may include collecting and visualizing data, an action (prompted by elements of a campaign), a toolkit, among other design tactics. These projects are prototyped in support of the Climates of Inequalities exhibition at Express Newark, opening October 3, 2019.


This learning labs collection focuses on the design process and research components, that introduce the public rhetoric surrounding the 2019 Newark Water Crisis. Design students, investigate the social, historic and political contexts surrounding the crisis, study various sources of news media coverage and focus their research and engagement approaches based on conversations with Newark residents affected by the lead contamination, the RU-N student body, as well as community individuals and organizations working to manage the crises, raise awareness and proposing solutions.

In addition to media coverage and community insights, student investigate creative methods for public engagement, participatory and experience design examples, public art intervention to reference materials/media, communication strategies, language, a visual expression/solutions. 

The design process focuses on the human-centered design (HCD) model, but is rooted in self-reflection, to sensibly define the designer’s role in this conversation before proposing design interventions. The process also considers the "launch" of the project part of the "testing" phase, and involves reflection, before refining and re-packaging their design approaches.

Additional resources in this collection offer design project examples, ethnographic research approaches/definitions (ways to engage the audience), HCD & Design-Thinking resources, and more. 


DESIGN PROCESS 

FORMULATE: Frame the challenge. Research and Ideate.
+ Understand the challenge based on the project brief, scope, timeline and initial information provided. Ideate and research further to explore directions/angles of the challenge. 
+ Involve self reflection. What is the designer’s role in this conversation. From where you stand (your background, affiliations, skills) what can you do/make? How can you help? 
+ (RE)Frame the challenge.  

EMPATHIZE & DEFINE: Understand the User/Audience
+ Observe the Audience/Stakeholders/Community. 
+ Collect stories. 
+ Examine the larger picture: human needs, barriers & constraints. Define and shape your approach to the challenge.

BRAINSTORM: Diverge and Converge
The design thinking process is ultimately a divergent and convergent thinking process. Through the exercises of evaluation, comparison, and consolidation, a limited number of solutions are selected for prototyping and testing. The final solution sometimes merges the merits of several alternatives.” —Jasper Liu
+ Based on intellectual & experiential understanding of the challenge (Divergence), map the problem and define approach for your intervention (convergence). What is the right solution? 
+ Ideate forms of engagement. Create valuable, compelling and educational experiences for others. How is the medium relevant and accessible, to best communicate-with, educate and/or empower the audience? 

PROTOTYPE: Bring Ideas to Life
There are no perfect solutions, only trade-offs. Iterations are indispensable.”  —Jasper Liu
+ Generate an abundance of rough and rapid visuals to test, transform, and polish. 
+ Gauge final design directions based on feedback.
+ Produce well executed/functional prototypes for soft launch.

TEST/LAUNCH: Learn and Refine – Share with User
+ Produce all required artwork (prepped for print and/or digital formats). 
+ Test design & document interactions.
+ Gather findings and articulate effectiveness or non-fulfillment.

REVISE & RE-LAUNCH:
+ Revise project, perfect, re-produce for travel.  
+ Measure Impact


FACULTY

Chantal Fischzang
Assistant Professor
Department of Arts, Culture & Media
Rutgers University-Newark

Co-Director
Design Consortium
Visual Means

+

Rebecca Pauline Jampol
Visiting Professor
Department of Arts, Culture & Media
Rutgers University-Newark

Co-Founder & Co-Director
Project for Empty Space



#socialengagementdesign 
#socialImpactdesign
#humancentereddesign
#designforgood
#articipatorydesign
#publicengagement
#experiencedesign
#ethnographicresearch
#awarenesscampaign
#designinterventions




Chantal Fischzang
29
 

Men of Change: Power. Triumph. Truth.

In an upcoming exhibition, titled Men of Change: Power. Triumph. Truth., African American changemakers will be highlighted to illustrate their outstanding legacy and contributions. These individuals are icons often rendered invisible by a country, yet uplifted by a major culture. The following images showcase the legacy of men and women featured in the exhibition, illuminating their greatest works, interactions with the community, and so forth. Ever individual, whether featured in the exhibit or Learning Lab, affirm the power of the African American journey and, ultimately, the American experience. 

As you navigate throughout this Learning Lab, take notice of the various sections the Men of Change are divided into; such as Storytellers, Myth-breakers, Fathering, Community, Imagining, Catalysts and Loving.

#NHD2020

#BreakingBarriers

Smithsonian Institution Traveling Exhibition Service
70
 

Getting Started with Design Thinking

This collection allows students and teachers to gain an understanding of the Design Thinking process utilizing Cooper Hewitt learning lab resources as well other materials. 

#designthinking

Mary Marotta
48
 

Civil Rights: One Act - The 1968 Olympics

I created this small collection for my students to consider the roles of each individual in this photograph. When they engaged in the See, Think, Wonder thinking routine many of them wanted to know more about the white man wearing a medal and why he wasn't raising his fist. They generated many additional questions around this idea. I added the ESPN video to help the think more about the photo and its meaning. We had a class discussion that revisited their questions from the day before.

Ellen Rogers
8
 

Storytelling Training: What Makes a Great Story?

Whether you're participating in the Stories: YES program in conjunction with a Museum on Main Street exhibition or creating digital stories on your own, the six modules in the Storytelling Training Series will help you think through everything to help get started. In this course, you'll  learn about the parts that make stories compelling, especially non-fiction narratives which are unique stories grounded in real-life perspectives and history. Explore how your story can be both personal and research-based at the same time. Even documentaries start with a script!

This training module was created by the Smithsonian's Museum on Main Street program, a part of the Smithsonian Institution Traveling Exhibition Service, in conjunction with the MuseWeb Foundation. 

SITES Museum on Main Street
22
 

Storytelling Training: What is Cultural Storytelling?

Whether you're participating in the Stories: YES program in conjunction with a Museum on Main Street exhibition or creating digital stories on your own, the six modules in the Storytelling Training Series will help you think through everything to help get started. In this short online course, you'll learn about what we call "cultural storytelling" and  what the value of cultural storytelling is to society at large. 

This training module was created by the Smithsonian's Museum on Main Street program, a part of the Smithsonian Institution Traveling Exhibition Service, in conjunction with the MuseWeb Foundation. 

SITES Museum on Main Street
16
 

Storytelling Training: Creating Your Story

Whether you're participating in the Stories: YES program in conjunction with a Museum on Main Street exhibition or creating digital stories on your own, the six modules in the Storytelling Training Series will help you think through everything to help get started. Ready to start developing your story? In this short course, you'll get some tips on how to create a story board, writing a non-fiction script, and more. 

This training module was created by the Smithsonian's Museum on Main Street program, a part of the Smithsonian Institution Traveling Exhibition Service, in conjunction with the MuseWeb Foundation.

SITES Museum on Main Street
27
 

Storytelling Training: Brainstorming and Going into the Field

Whether you're participating in the Stories: YES program in conjunction with a Museum on Main Street exhibition or creating digital stories on your own, the six modules in the Storytelling Training Series will help you think through everything to help get started. Unlike the other Storytelling Training courses where information is given to you, you'll be asked to contribute ideas for your own potential story in this course. There's no right or wrong answers here. It's a way to help you start planning. Remember to make a copy of this collection first if you want your answers to be saved so you can revisit them!

This training module was created by the Smithsonian's Museum on Main Street program, a part of the Smithsonian Institution Traveling Exhibition Service, in conjunction with the MuseWeb Foundation.

SITES Museum on Main Street
12
 

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.

Naomi Manzella
6
 

Collection of Perceptions

This collection was made as a project for a Bachelors and Liberal Studies course.  The project is an exhibit of different pictures of angels that represent a form of hope in this collection. We know angels as the protectors of the universe and I selected them for this project to represent those who require protection or will require assistance throughout their lives. 

The categories are the Protectors, The Needy, and The Harmed.  The Needy are the images who appear to be silenced by their medical restraints. No-one has noticed their pain.  The Harmed are the pictures that show African American leaders that were assassinated. They were no angels and although the men were critically protected their lack of protection contributed to their death. Those men were not angels. 

The Protectors in this exhibit are the angels that we can and cannot see. The angel images within the rooms we hope and believe them to be within. 

Daliah Bryant
14
 

Ancient Greek Vases

Resources and directions for middle school Greek vase art project.


Directions:

  1. On a piece of orange construction paper draw an outline of a Greek vase, (or vessel, pot, jar)
  2. Cut out your vase.
  3. Choose a story or image from ancient Greece. Examples include greek myths, Olympics, and battle stories.
  4. In the center of the vase use a black sharpie marker to illustrate your story.
  5. On the neck and base of your vase use at least 5  of the patterns to decorate. (2+ on neck,3+ on base)
  6. Finally, glue your orange vase onto a piece of black construction paper
  7. Save the extra orange paper that you cut away for decorating the edges like a mosaic alternating with white.


Tracey Barhorst
19
505-528 of 655 Collections