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Found 672 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
 

Egyptian Ancient Art + Culture

The purpose of creating this collection is because when we talk about Egypt, it certainly has the best history of ancient art, since it was the first culture to adopt and recognize what we called today, “art”. Some of the ancient Egyptian arts include painting of figures with arms and legs on the wood, stones, and ceramics. In this collection, I will be showing multiple ancient arts that were created by the Egyptians long time ago.

 #AHMCFall2019

Jenny Chou
6
 

A Classroom or Family Project: "Today I Am Here," with examples of student work

This collection contains assets and resources designed to help teachers (art, English, ESOL, social studies, and media technology), museum educators, and community-based informal learning educators recreate their own "Today I Am Here" project, based on the specific needs of their classroom or learning community. 

The "Today I Am Here" book is a wonderful classroom activity, made from one sheet of paper, in which students can share their family stories. The design of the book works well for a K-5 classroom displays, and helps to show the breadth and diversity of the class and to encourage cross-cultural understanding. The project also works extremely well with ESOL students of any age, although the teacher will need to be prepared for possible difficult issues to surface. 

Included here are instructions to make the book, examples of student work (images and video of students reading), as well as images from classroom displays.

The book design is one of many available in another collection: Fun for the Whole Family: Making "Family Memory" Storybooks: http://learninglab.si.edu/q/ll-c/1tozk88HXhnFBU6d.


Philippa Rappoport
9
 

Practicing Transcendentalism by Drawing with Words

This activity will be completed at the end of a transcendentalism unit in American literature.  Students will be tasked with studying a landscape, drawing the landscape, and filling it in with words.  After the initial activity students will be given a template where they can choose how to show their transcendentalist pastiche through words, colors, quotations, etc.

#NPGteach

Leslie Reinhart
9
 

Modernizing Revolutionary Literature with the Founding Fathers

This lesson would be completed at the end of our revolutionary literature unit.  This will ask the students to physically pose as the founding fathers, view the descendants' commercial, study the descendants' portrait, view an interview about the commercial, and then finally draft a letter to the founding fathers updating them on their work.

#NPGteach

Leslie Reinhart
8
 

Analyzing Character and Motivation in the Crucible

This activity will be completed at the end of The Crucible before watching the documentary Central Park Five about a modern day witch hunt.  By completing the puzzle activity with an image from the Salem Witch Trials, the McCarthy Hearings, and the Central Park Five Court Case, students will find the common characters and motivations for which to focus in on the film.  Their culminating task will be to jump into the portrait and write a letter home to their parents, sibling, or best friend.  They will then be tasked with doing the same task each of the three days of the documentary.

#NPGteach

Leslie Reinhart
7
 

Identity

English 12 unit 

Focus on "Identity" and transition to "Conformity" and the response of the individual to environmental sources that might seek to suppress individuality

#SAAMteach

Marie Meyer
15
 

Connecting to Great Gatsby's Appearance vs. Reality in Self Portraiture

This lesson, integrated halfway through F. Scott Fitzgerald's The Great Gatsby, will address both character analysis and the ever present theme of appearance vs. reality in the text.  By using Thomas Hart Benton's "Self Portrait with Rita" as a starting point students will study the specifics of a self portrait from the 1920s which highlights American dream centered ideals.  As a second step, students will make connections between the painting and the characters from our text.  As a final extension activity, students will further explore the inspiration, the biography, or another work by Benton.

#NPGteach

Molly Boehler
15
 

From One Artist to Another: "Rudolfo Anaya" by Gaspar Enríquez

Students use a Global Thinking Routine to explore both a portrait and a work of literature that together offer a  rich view of the Chicano experience in the American southwest in the middle of the 20th century. 

This teaching collection features Gaspar Enríquez's portrait of Rudolfo Anaya. It is the first commissioned portrait by the National Portrait Gallery of a Latino sitter by a Latino artist. Both artists address the Chicano experience and confluence of cultures in the American southwest.

Included here are the portrait, a bilingual video with National Portrait Gallery curator Taína Caragol, the "Step In - Step Out - Step Back" Thinking Routine from Harvard's Project Zero Global Thinking Strategies, two other works by Gaspar Enríquez, and some links to National Portrait Gallery supporting materials. 

Teachers and students can pair the portrait and read Rudolfo Anaya's coming of age novel "Bless Me Ultima," first published in 1972 and reflecting Chicano culture in rural New Mexico in the 1940s, to gain a deeper understanding of the Chicano experience in the American southwest.

#LatinoHAC #EthnicStudies

Philippa Rappoport
10
 

Indian Education Media Arts Integration

Collection of Native American Ledger Art and drawings on hides. 

Would be used with other resources on modern Ledger Art being created today, as well as the history of ledger art and hide paintings in Plains Indian cultures. 

Robin McLaurin
11
 

Interpreting Early American Portraiture through Pocahontas

This lesson is to be completed in the final days of our Early American literature unit.  Students have been tasked with creating an "Early High School Journal" to mimic the different styles of readings we have completed.  The final task of the journal will be to create an author's portrait page based on the tone and characters they have adopted for their project. 

#NPGteach

Leslie Reinhart
7
 

Great Depression

Lesson to help teach students about the Great Depression. In this lesson, students will be able to connect the Great Depression to themselves and the world around them today. This lesson is designed to evoke emotion and theme through use of color in writing, and help teach students empathy.

Christine Kohley
3
 

How Did We Get Here?: Introduction to Flying Machines

This is a  collection designed to introduce students to the history of aviation as told through the lens of the scientific method-design process. Students begin by thinking about why is flight important in our lives, and how did we get to the airplanes we now know? Students look at the many designs that planes have gone through, and discuss why perseverance and problem-solving are important skills to have. They also see that teamwork, cooperation, and a desire to succeed were necessary for the Wright Brothers to do their important work. Feel free to pick and choose from the resources in creating your own collections:


Overall Learning Outcomes:

  • Scientists use trial and error to form conclusions.
  • Scientists test hypotheses using multiple trials in order to get accurate results and form strong conclusions. 
  • Scientists use multiple data and other evidence to  form strong conclusions about a topic.
  • Scientists work together to apply scientific research and knowledge to create new designs that meet human needs. 
  • Scientists help each other persevere through mistakes to learn new ideas.

Guiding Questions for Students to Answer from this collection:

  • Why is flight important?
  • How do scientists solve problems?
  • How do scientists collect data to help them solve problems?



#LearnwithTR

Katherine Dunn
8
 

What does it Mean to Be a Scientist?: The Scientific Method and Taking Good Notes

This is a  collection designed to introduce students to the history of aviation as told through the lens of the scientific method-design process. Students begin by thinking about why is flight important in our lives, and how did we get to the airplanes we now know? Students look at the many designs that planes have gone through, and discuss why perseverance and problem-solving are important skills to have. They also see that teamwork, cooperation, and a desire to succeed were necessary for the Wright Brothers to do their important work. Feel free to pick and choose from the resources in creating your own collections:


Overall Learning Outcomes:

  • Scientists use trial and error to form conclusions.
  • Scientists test hypotheses using multiple trials in order to get accurate results and form strong conclusions. 
  • Scientists use multiple data and other evidence to  form strong conclusions about a topic.
  • Scientists work together to apply scientific research and knowledge to create new designs that meet human needs. 
  • Scientists help each other persevere through mistakes to learn new ideas.

Guiding Questions for Students to Answer from this collection:

  • Why is flight important?
  • How do scientists solve problems?
  • How do scientists collect data to help them solve problems?



#LearnwithTR

Katherine Dunn
9
 

Breaking Barriers at the National Portrait Gallery

This Learning Lab collection has been created to support the 2020 National History Day theme, Breaking Barriers in History. Utilizing portraits and other resources from the National Portrait Gallery, this collection demonstrates the groundbreaking impact individuals had on American history.  The collection is organized according to spheres of influence, including: science; arts; labor; women's rights; media; athletics; civil rights; politics; and education. 

Be sure to check out the following at the end of the collection: 

-Reading Portraiture Guide for Educators highlights close looking strategies that can be used with the portraits listed

-Breaking Barriers In History Theme Book from National History Day 2020

#NHD2020 #NHD

#NPGteach

Briana White
154
 

Connecting to Great Gatsby's Appearance vs. Reality in Self Portraiture

This lesson, integrated halfway through F. Scott Fitzgerald's The Great Gatsby, will address both character analysis and the ever present theme of appearance vs. reality in the text.  By using Thomas Hart Benton's "Self Portrait with Rita" as a starting point students will study the specifics of a self portrait from the 1920s which highlights American dream centered ideals.  As a second step, students will make connections between the painting and the characters from our text.  As a final extension activity, students will further explore the inspiration, the biography, or another work by Benton.

#NPGteach

Leslie Reinhart
15
 

God of Small Things: Forbidden Love (Launch)

Big Idea: "They all broke the rules. They all crossed into forbidden territory. They all tampered with the laws that lay down who should be loved and how. And how much."

Annette Spahr
4
 

“Futurescapes. Storytelling and Video-Making Workshop: Using Digital Museums Resources to Imagine Our City in 2050”

This Learning Lab collection was made to guide participants  during the Digital Storytelling workshop “Futurescapes. Storytelling and Video-Making Workshop: Using Digital Museums Resources to Imagine Our City in 2050””, a two-day event organised by the Storytelling Research Team at Loughborough University, UK, and hosted in the London campus at Here East on the 6th and the 7th of August as part of the East Education Summer School at Here East in Queen Elizabeth Olympic Park.

During the workshop, designed and facilitated by Dr Antonia Liguori, museums objects will be used to trigger stories about a day in East London in 2050.

Participants will 

  • learn how to use the cloud-based video-editing software WeVideo to make their own digital story;
  • explore the variety of museums digital resources available online;
  • experiment with storyboarding 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 5-step Digital Storytelling process;
  • increase visual literacy through close looking at art.

Digital stories work best when there are rewards for both the storyteller and the viewer. Stories are always told from the perspective of the storyteller and for maximum benefit, it is vital to carefully choose the right story to tell.  All necessary information will be given during the workshop, but to maximise opportunities, participants need to bring with them an object or a photo that connects them to the place where they live now and/or to their idea about how this place could change in the future.

This workshop is also the final event of the EOOL project and aims to showcase the methodology applied in this EU funded project to explore its potential in other formal and non-formal education contexts.

Antonia Liguori
36
 

Behind Design: Exploring Culture Through Artifact Investigation

Introduction

How might we learn about cultures through the study of artifacts? What role could the study of design elements and process play in in deepening our understanding? How could we leverage student agency of the design process to gain opportunities to recognize relationships between artifacts and culture?

This collection provides opportunities for students to uncover complexity by looking closely and making connections between cultures and the design process behind the artifacts. Student claims are based on evidence using provided resources for investigation. The Artifact Investigation Map serves as a visible thinking tool for documenting our understanding of a culture by making connections between the artifact and research.

Procedure

Begin by looking closely at an artifact, Lone Dog Winter Count, using a Project Zero Routine, Zoom In. Through close examination, we begin to develop hypotheses about the object and the connections to the culture. While a main goal is to learn more about the culture related to the artifact, we are also building a capacity for using this thinking process to build understanding. Record and display class ideas generated through this routine. In the discussion of culture, we are looking at how people live: What do the people value? What are their priorities and motivations?

Introduce the points of The Artifact Investigation Map. Ask students, “How could this be used to organize the ideas documented from the thinking routine about the artifact and the people who created it?”. (Students may recognize this as the Engineering Design Process.) Building on our initial Zoom In documentation, the group connects the artifact ideas to the map points. Different questions within each point may serve as prompts to continue making connections and lead to more questions about what we still wonder, guiding the next research steps. Provide a space to record and share new questions during the process.

Begin the research process with the first video Lakota Winter Counts. Using information from the source, model the process of organizing the findings using the different points on The Artifact Investigation Map. Be sure to highlight unanswered questions in the map as the class decides the future steps in the research. Support the student use of resource-based evidence starting from this Learning Lab collection when making and documenting claims. Depending on the learners, this phase may vary in the structure of guidance and interaction. Documentation is shared with an emphasis on providing opportunities to discuss the claims, findings, and analysis.


Guiding Points for Inquiry using The Artifact Investigation Map:

Ask: What needs or problems might this artifact address/solve? Does this design reflect empathy for a particular group or person?

Imagine: What possible prototypes or variations might have been produced in the timeline of this artifact? Could there have been earlier versions leading to this one?  

Plan: Identify and describe what could have been key factors and/or restrictions influencing design process. Examples: materials/natural resources, traditions, people power, skills, technology/tools, historical and natural environment….

(Re)Create: Describe the possible steps taken to create the artifact. What could this look like? Options include for this exploration: Try to create a version or reenact one of the steps of the process. Use observations of the process to draw possible conclusions about the culture. Sketch or act out the steps. Take a part of the process and use the Step Inside thinking routine. *Document and share this process with the group in order to prepare for the next phase of The Artifact Investigation Map

Improvements: Since the creation of this artifact, what versions do we see today? What would the biography of this type of innovation look like? How might this type of artifact connect to modern innovation?  *Extension for Improvements: Use the thinking routine Imagine If to evaluate a modern iteration of the artifact. How does it compare to the original?


Documenting Ongoing Conclusions/Questions/Reflections

Throughout the investigation, students share and post supported claims about the culture and reflect upon the process of using the design cycle to guide the study.

For the final reflection, use the thinking routine I Used to Think, Now I Think… to look for changes in thinking. Keep the process and research lines of thinking open for continued exploration with the unanswered questions.

#PZPGH

Erik Lindemann
30
 

History and Portraiture: Utilizing Art to Teach American History, Colonial America to the Civil War

This Learning Lab contains a five unit curriculum that puts students in conversation with a diverse group of significant Americans from the colonial era to the present. Lessons on the Elements of Portrayal, Symbols, Labels, Letter Writing, and Portrait Pairing prompt students to analyze the lasting impact of remarkable individuals from the Portrait Gallery’s collection. This collection was originally created in collaboration with Alice Deal Middle School in Washington D.C. 

#NPGteach

Briana White
84
 

Adding the A to STEM: Integrating Portraiture into STEAM/STEM Subjects

This Learning Lab demonstrates how portraiture can be used as an interdisciplinary springboard for lessons in Science, Technology, Engineering, and Math (STEM). Portraits of STEM pertinent sitters provide a jumping-in point for students, visually grounding them in a subject. In this way, portraiture functions as an interdisciplinary tool to engage students and enrich their learning across curriculum. 

#NPGteach

Briana White
308
 

NATURE: Who Lives in the Trees?

Talk with Me!

Having conversations with young children contributes to their thinking and language development. All conversations are good, but research shows that the quality of words children hear matters more than the quantity. Further, what’s best is an exchange; in other words, talk with children, not at them.

The Talk with Me Toolkits give parents and caregivers thematically organized high-quality, authentic materials to make children their conversational partners in discussions that matter. Each online toolkit features captivating videos and real-world photographs, as well as intriguing paintings and other artworks to observe and discuss through conversation prompts.  Hands-on activities and books complete each toolkit. Simple instructions appear right in the toolkits, so you can jump right in. See what interests your child and get started. There’s a lot to talk about!

To read more, see, from the Harvard Graduate School of Education’s Usable Knowledge site, The Brain-Changing Power of Conversation.

Talk With Me Toolkit
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