Found 942 Learning Lab Collections
This collection represents the women of the Ancient Times who made a difference in their respective civilizations.
Those female figures held powerful roles, and played significantly influential parts in the domains traditionally held by men. Their names are still known today.
Enheduanna, the earliest known poet, helped her father to unite the Akkadians and the Sumerians through poetry, while Sappho, brought us a lyrical poetry, she would talk about love, feelings, and woman (from a woman’s point of view). Her poetry was unlike others; previous and current poets at the time were male and wrote about events that focused on the Gods and men in general.
Queen Nefertiti together with her husband united Egyptian people under one god, the Sun God.
Cleopatra, the last Pharaoh of Egypt, secured her position—and her Egypt’s independence—through her influence over Roman leaders Julius Caesar and Mark Antony, some of the most powerful Western men of the time
Artemisia of Halicarnassus, also known as Artemisia I of Caria, is credited with persuading Persian King Xerxes to abandon his invasion of Greece.
As we can see, ancient history has many strong female figures, and their names echo down history to the present day.
Women in mid-twentieth century and after made an enormous impact not only in arts, but also in literary forms.
Matisse's Tea, which starts this collection shows the contrasting use of color, pattern, and line on Marguerite and Henriette creating a feeling of imbalance in the piece. This piece confronts the viewer with the tension between restraint and nature.
This tension is taken to a different form in the artists displayed here.
Simone de Beauvoir, uses in promoting feminism, according to Simone de Beauvoir, women do not choose to think about their bodies and bodily processes negatively; rather they are forced to do so as a result of being embedded in a hostile patriarchal society. Andy Warhol , creator of Pop Art, used multiple images of American icon, Marilyn Monroe to produce art.
Another artist, Judy Chicago wanted to demonstrate women's achievements through history in the collaborated installation The Dinner Party. Her goal was to ensure that this tribute to women becomes a permanent part of our cultural heritage.
At their peak there may have been as many as 60 million Bison Bison roaming America. By the start of the 1800s, the impact of Euro-Americans on Bison herds was already evident. Throughout the 1800s, the bison population decreased from millions to less than 400 wild bison left in the United States.
1. Look through the provided artworks of bison provided.
2. Select two artworks.
3. For each artwork do See, Think, Wonder.
See - write down exactly what you see.
Think - write a sentence about what you think about the artwork.
Wonder - write a sentence about something the artwork made you wonder about.
4. Write a short paragraph (3-5 sentences) comparing and contrasting the two different depictions of bison.
People, Place and Time: How Art Reflects Culture - Caja De Memoria Viva II: Constancia Colón de Clemente by Adrián Román (
In this collection, designed for a Spanish-speaking classroom, students will explore how art reflects culture when analyzing “Caja De Memoria Viva II: Constancia Colón de Clemente” by Adrian “Viajero” Román. In this three-dimensional multimedia installation, the artist portrays a black Puerto Rican woman who migrated to the United States in the 1940s. This portrait allows the artist (in his own words) “ to embark on a quest to visually represent how precious our memories are and capture the dignity in the people’s struggle and validate their existence.” The collection includes a teacher's guide in English and suggested authentic resources both in Spanish and English to be adapted by teachers of multiple disciplines.
Students will observe and analyze this three dimensional work of art and they will describe both its exterior and interior. Students will create their own box to reflect their heritage and personal story or that of a Hispanic figure.
This collection is one of three that explore “People, Place, and Time: How Art Reflects Culture.” Products, practices and perspectives displayed in Latinx art, show how our place and history (past) influence who we are (present) and who we want to be (future) in geographical, social, economic, and/or historical contexts. In the three collections, Latin American works of art illustrate how culture shapes the way we see the world, others, and ourselves, and they also raise awareness about Latinx diversity.
The three collections were created by Marcela Velikovsky (Bullis School) and Vicky Masson (Christ Episcopal School) as part of the 2018 Smithsonian Virtual Teacher Curricula Creation Opportunity with the Smithsonian Center for Learning and Digital Access (SCLDA), and thanks to the Smithsonian Latino Center's Latino Initiative Pool Funds. The three collections highlight Latino history, art and culture,and use Harvard Project Zero Thinking Routines and Global Thinking Routines strategies.
The Smithsonian Learning Lab collections provide an opportunity to invigorate the World Language (Foreign Language) curriculum as it allows to effectively integrate online museum resources (authentic resources) towards a 21st century curriculum. They facilitate student-centered activities within a variety of themes such as, family and communities, personal and public identities, social values and customs, holidays and celebrations, immigration, ethnic groups, Hispanic Heritage, image and stereotypes, inequality and discrimination, global issues, religious practices, etc. They also provide the opportunity to analyze art, read portraiture, and investigate art media.
These collections also consider ACTFL standards (Communication, Connections, Comparisons, Communities and Culture), Asia Society Global Competence skills, the Sustainable Development Goals (Global Goals), Teaching Tolerance Social Justice standards, the Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence and Economic competitiveness, and Participate Global Competencies.
# National Portrait Gallery #The Outwin # Adrián “Viajero” Román # Caja de Memoria Viva II # Spanish # Puerto Rico # New York # Empathy # Inequality # Critical thinking # Curiosity # Heritage # Stories #LatinoHAC
The following collection acts as a supplemental resource for the Power of the People: Intersectionality of the American Indian Movement and the Black Panther Party 12th grade lesson plan.
National Portrait Gallery colleagues Wendy Wick Reaves and Briana Zavadil White will discuss the exhibition, "Eye to I: Self-Portraits from 1900 to Today." They maintain that, as people are confronted each day with “selfies” via social media and as they continue to examine the fluidity of contemporary identity, this is an opportune time to reassess the significance of self-portraiture in relation to the country’s history and culture.
Resources included in this collection have been chosen by the presenters for participants to explore before the seminar itself.
Developed in partnership with the International Coalition of Sites of Conscience, this community engagement resource - available in both English and Spanish - encourages dialogue within local communities on contemporary issues based on the bilingual exhibition Dolores Huerta: Revolution in the Fields/Revolución en los Campos. The resource includes community engagement facilitation techniques, as well as three learning activities centered around community building, activism, and leadership.
This collection was created by Jared Tupuola, a Smithsonian Asian Pacific American Center intern. Jared dove into the histories of Chinese laborers and the Golden Spike Anniversary, the 150th anniversary of the completion of the Transcontinental Railroad.
"On May 10, 1869, the Central Pacific and Union Pacific rail lines were connected in a highly publicized ceremony attended by railroad laborers, major financial supporters and the press. Led by industrial tycoon, Leland Stanford, the event commemorated the birth of the First Transcontinental Railroad. The completion of the railroad made national news and was lauded as a great economic and cultural success for the U.S.
Despite the attention given to the event, there remained one group of contributors who were almost entirely left out of being recognized for their integral work to the project; Chinese railroad laborers. Although making up the vast majority of the physical work force behind the railroad, Chinese labor contributions were largely disregarded. This instance was not unique to many early Chinese Americans who faced discrimination, animosity, and degradation not only in rail work, but in almost every industry and facet of life. The hardships for early Chinese in America were exacerbated by the passage of the Chinese Exclusion Act in 1882 which not only prevented further immigration from China to the U.S., it also birthed an impetus to drive out Chinese communities already established.
Through this collection, the work, lives, and experiences of Chinese laborers and migrants are presented as an opportunity to learn more about how some of America's earliest Chinese residents navigated America in the late 19th Century. This collection provides art, ceramics and information that expounds upon the realities of Chinese American life and the First Transcontinental Railroad while ensuring that the Chinese contributions are not forgotten. By no means an exhaustive resource, this collection allows for an introduction into Chinese contributions to the Transcontinental Railroad and encourages further exploration into the topic."
Representation of Self and Others: Digital Storytelling As a Teaching Strategy in the Smithsonian Learning Lab
This Learning Lab collection was made to support university students in the Museum Education program at the University of Roma Tre to reflect on the use of digital storytelling as a strategy in the Learning Lab. During the three-day workshop, co-facilitated by Dr. Antonia Liguori (Loughborough University, UK, https://learninglab.si.edu/profile/24977) and Dr. Philippa Rappoport (Smithsonian Center for Learning and Digital Access, https://learninglab.si.edu/profile/212), participants will be introduced to both the Learning Lab and Digital Storytelling (DS) as platforms to explore the concept of representation. We will consider the curator’s voice, the artist’s representation of self and others, and the museum visitor's interpretation. We will also consider self-representation in social media and its place in the cultural and visual landscape of the 21st century.
We will explore two exhibitions; one in Washington, DC, and one in Rome, Italy. The Smithsonian's National Portrait Gallery exhibition, Eye to I: Self-Portraiture as an Exploration of Identity (https://artsandculture.google.com/exhibit/IgLygJNprGf3JA and https://npg.si.edu/exhibition/eye-i-self-portraits-1900-today) compels viewers to consider how self-portraits reflect an artist’s identity through what is revealed and concealed. The National Gallery of Modern Art's exhibition in Rome, Donne. Corpo e immagine tra simbolo e rivoluzione / Women: Body and Image between Symbol and Revolution, explores representations of the female body in the twentieth century, with a focus on the effects of World War II, Feminism, Freud, and a rapidly changing society.
Program participants will have the opportunity to consider how multiple voices and stories can be revealed depending on the creator and viewer/listener, and how these multiple perspectives can lead to a deeper understanding of an object or concept.
You will find in this collection:
- a short icebreaker activity using exhibition images to start shifting from a cognitive appreciation of art to a personal connection to museum objects;
- some examples of annotated objects that demonstrate the functionality of the Learning Lab;
- some examples of digital stories made by other educators during previous Digital Storytelling workshops 'embedded' in the Learning Lab;
- a description of the Digital Storytelling process, with templates for storyboarding and a few tips for audio and video editing;
- participants' digital stories;
- supplemental resources.
This is a master collection designed to be copied and adapted to your individual classroom needs. Included are three scalable student activities that teach students engineering skills using methods similar to those that made the Wright brothers pioneers of aviation. Feel free to pick and choose from the activities in creating your own collections:
1. The Four Forces of Flight
In this student activity, students will briefly go over the four forces of flight (lift, drag, weight, and thrust) and put them to the test in the Paper Airplane Challenge! This activity is suitable for Primary/Intermediate grade levels.
2. Engineering the Wright Way
The second student activity is an online interactive, "Engineering the Wright Way"*, where students will develop engineering skills to design and test all the different components of an airplane based on the the Wrights' methodology. Students can write down a save code generated in the interactive to store their progress and return to finish the activity later. This activity is suitable for Intermediate/Middle grade levels.
3. Take a Wright Flight
The third student activity is an online flight simulator to learn three controls of flight: yaw, pitch, and roll. The final segment is an online interactive** to test fly the original Wright Flyer in conditions similar to that cold December morning when the Wrights first achieved flight, using direct 3D scans of the original Wright Flyer made by the Smithsonian. This activity is suitable for all grades.
*The "Engineering the Wright Way" lesson plan and activity were created by the National Air and Space Museum, courtesy of the Alcoa Foundation.
**The Wright Brothers Flyer activity was created by the Smithsonian Center for Learning and Digital Access.
This is one of 5 activities used in the Lenovo Week of Service event.
Long before the camera went west, artists like George Catlin were preserving the images of the native Americans on the western plains. Catlin's paintings are numerous and divide into two genre: the group activities and portraiture. This learning lab focuses on group activities of many plains indians including hunting, traditional dances, and recreation. #cgmd19
This collection was designed to enable students to reflect deeply on their understanding of local and global human impacts on the planet and how they can inspire others to care about/collectively work to solve one of these issues. Students will use Project Zero Thinking Routines to examine various pieces of environmental art before they create their own visual call to action focused on the environmental issue that they care most about.
Global Competency Connection:
- This project was designed to be the culminating project in a high school Environmental Science class, thus it is the expectation that students have “investigated the world” as they explored environmental and social issues throughout the course.
- This project will incorporate a level of choice as students “communicate their ideas” on the environmental issue that resonated most with them.
- As a part of the project, students will share their campaigns with their teachers, peers, and families, and through this awareness raising thus “take action” on issues of global significance.
Using the Collection: A detailed description of daily activities can be found within the "Lesson Sequence" document. Additionally, notes regarding the use of each Project Zero Thinking Routine are documented as annotations within each individual Thinking Routine tile and provide specific instructions on how align these routines with this collection.
#GoGlobal #ProjectZero #EnvironmentalScience
Students will study each of the three paintings and write how each painting makes them feel. Students will then choose their favorite painting and create their own version.
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.
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.
Charles Russell brought the west alive with his paintings and sculptures of western life. His authentic depictions of Native Americans allow the viewer to appreciate the dress and life of the plains Indians. Also skilled in sculpture, Russell depicts cowboys and wildlife in action settings. This lab provides samples of Russell's best work.
Images of the world’s first integrated all-female big band, comprised primarily of African American and mixed-race women in their teens and early 20s. More at https://americanhistory.si.edu/blog/2010/04/sweethearts-of-rhythm.html
Elementary Classroom Collection
See - Think - Wonder
I have given numerous presentations on countless artworks in the Library of Congress's Thomas Jefferson Building. These images show some of the artworks I have discussed.
Get hungry while you explore the unique and delicious traditions of the Basque people through food.
The visual arts can be an entry point to literacy in the classroom. Use these objects in the collection of the National Museum of African Art to aid students to explore authentic African art works that inspired the Academy Award winning costume design of Ruth Carter in the blockbuster movie Black Panther. Students can develop visual vocabulary through close looking to describe mood, tone, atmosphere, and inference and explore cross-curricular and cross cultural connections. It allows them to really be creative and critical thinkers!
Learn more about distance learning opportunities from the National Museum of African Art by visiting the Center for Interactive Learning and Collaboration (CILC).
African textiles have long served as communicative notations and expressions of identity. An extraordinary array of weaving and dyeing fashioned into textiles transforms into works of art. Embedded in various textiles are symbolic patterns of rank and status, color codes, and embroidered symbols. New forms are being added by the current digital generation through the vast fabric of data, information, and rapid communication systems. We see contemporary cloth printed with cellphones, computers, and other devices making modern visual statements!