Found 968 Learning Lab Collections
This collection previews the fifth and final seminar of the 2017 Montgomery College / Smithsonian Institution Fellowship seminar series, The Struggle for Justice. Two National Portrait Gallery staff members will lead this event: David Ward and Briana Zavadil White.
Resources and questions included in this collection have been chosen by the presenters for participants to explore and consider before the seminar itself.
This collection is dedicated in memory of the KING OF POP. It includes images throughout MJ's career and explores his many different looks.
Created in conjunction with participating in the Learning to Look: Summer Teacher Institute [June 2017]
With a courageous act of civil disobedience, Rosa Parks sparked a challenge to segregation that culminated in one of the seminal victories of the modern civil rights movement. On December 1, 1955, while traveling on a public bus in Montgomery, Alabama, the seamstress was arrested for refusing the driver's demand that she surrender her seat to a white male passenger. When Parks was convicted of violating local segregation laws, Montgomery's African American community launched a massive one-day boycott of the city's bus system. The boycott expanded with the help of Martin Luther King Jr. to last 382 days, ending only after the U.S. Supreme Court ruled bus segregation unconstitutional.
How do various art forms effect the way that the viewer interprets different works of art? Some questions to consider are:
- What are the events occurring in the portrait?
- Do they make a personal connection?
- What is the sitter saying in the portrait?
- What questions does the portrait raise, for future discussions?
Shirley Chisholm's 1972 presidential campaign poster and paraphernalia
This collection was created in conjunction with the National Portrait Gallery's 2017 Learning to Look Summer Teacher Institute.
This collection includes paintings of similar subjects (women) presented in both black and white and in color. The objective of this project is for students to recognize and think about the impact of color on their interpretations. Identify responses to color and think about it as one of the artist's tools for conveying meaning.
Tags: Elizabeth McCausland; Childe Hassam; Antonia de Banuelos; Angel Rodriguez-Diaz; William H. Johnson
Students will look at geometry in origami as an inspiration to art, design, and innovations in science.
Using selected Issey Miyake’s fashion designs and connections to origami this Learning Lab Collection will highlight artworks that are designed in two-dimensional (2D) and three-dimensional (3D) forms, how to plan/engineer for complexity, and how combinations make a difference in the end product.
Slide 1: Collections in Motion: Folding Miyake Tank
Watch the video, then answer the questions in the quiz
Encourage students to watch the video more than once.
Slide 2: 2D paper crane
Read about history of the paper crane and cultural significance.
These two slides are visualizations that can help students make connections between origami and Miyake’s work.
Slide 3: 3D paper crane
Slide 4: Origami instructions for paper crane.
Make the crane twice.
One version keep in the 3D form
Second version: Unfold and analyze the line features. If you need to you can use a ruler to accent the lines.
Identify the parallel line properties, types of angles, and any special features of the folds.
Extensions: Make connections between the folds and the aspects of the crane.
Slide 5: Collections in Motion: Folding Miyake Long Skirt
Watch the video, then answer the questions in the quiz, and sketch a rough draft of the 2D plan for the skirt.
Students can watch the video of the skirt a couple of times, answer the questions in the quiz and sketch the skirt. Remind the students that it does not have to be perfect. The goal is to identify the shapes used.
Slide 6: In-Ei Mendori
Students will interview each other and make predictions of what the 2D version of the sculpture will look like.
It is important that they complete the quiz before advancing to the next slide.
Slide 7: In-Ei Mendori
Students will evaluate their prediction of the sculpture.
Possible point for class discussion.
Slide 8: Thinking routine
With your group members answer the questions for one of the Miyake designs.
Slide 9: 40 under 40: Erik Demaine
Watch the video of folding.
Read Erik Dermaine’s short biography and research interests
Students will read about Dermaine’s interests and do some research on the applications of geometry.
Slide 10: Science Innovations
Watch the video on science innovations.
Lead a discussion on the aspects of origami and the importance in problem solving in science.
Slide 11: Fold it website
Connections between biology and origami.
Read through the website and use the folding tool.
Students could make proteins with origami paper and analyse the different line properties and relationships that are on the paper after unfolded.
Documentary on origami- teachers can watch for more background information or use clips during the lesson.
This collection includes paintings of Harold Hart Crane, Edgar Allan Poe, and Charlotte Perkins Gilman that are blurry or undefined, and three photographs to show the actual appearance of these writers. In this student activity, students will be asked to look at the photographs and paintings of these American authors and form hypotheses to explain why the artists chose to blur them. Students will explore the commonalities and differences between the paintings and photographs and use textual information or research to confirm their hypotheses.
Hart Crane: Known for his poetry, he struggled financially and personally throughout his short life. See more information in the description box.
Edgar Allan Poe: A poet and story writer of great originality, Poe suffered great poverty as one of the first Americans to try to make a living only as a writer. See more information in the description box.
Charlotte Perkins Gilman: A feminist and social pioneer, Gilman also wrote stories, novels, and poetry. For more information on Gilman, see https://www.radcliffe.harvard....
1. What commonalities and differences do the paintings have? Create a list.
2. What emotions do these commonalities and differences provoke?
3. How do emotions affect the way one perceives an image? Compare and contrast the artworks with their photographic portraits.
5. What information do photographs provide to deepen understanding of the paintings?
Tags: poets; authors; mystery; creative writing; memoir; poetry; experimental writing.
This collection includes a video that presents the question: "What did the artist keep the same and what did he change? Why?" In this collection, there are multiple images of individuals who have made a strong contribution in society. The artists have placed emphasis on the hands of the sitters. The objective is for students to compare and contrast multiple paintings, with the goal of gaining insights into ways portraitists convey personality with details.
1. Watch the video and write down the similarities between the two paintings that are presented. What are some comments the narrator said about the people in the paintings?
2. The narrator says the hands of the people are given great importance. Why do you think so?
3. Write down the similarities of the people's hands in the portraits.
4. Using that information, create a T-Chart. On one side of the chart write the overall similarities of the people in the paintings (build upon the findings of the narrator) and on the other side, the differences.
5. Using that information compare and contrast the second image and third images with the two paintings in the video. Add another column to the T-Chart and write down your findings.
6. Discuss or write about your conclusions as to what the painters were trying to express about the sitters. Do you think they were effective?
Tags: una troubridge; statue; representation; character; photograph; painting; visual.
Wonder Woman is a fictional superhero appearing in American comic books published by DC Comics. This collection, built to coincide with the release of the 2017 American superhero film, highlights Smithsonian collections featuring Wonder Woman & her superpowered gadgets.
These are various artworks done by many movements and concepts from the East and the West to demonstrate the relationships of various art movements that have shaped their surroundings and the world.
Dorothea Lange took images of the bread lines during the Great Depression, migrant workers displaced, destitute families, Japanese internment camps, and the removal of a town in Monicello, CA. Her work inspired others to put themselves in the shoes of the very poor and the displaced, humanizing their predicament, with the hope of leading to social justice and change.
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
Scrimshaw is the name given to scrollwork, engravings, and carvings done in bone or ivory.
These classroom resources from different Smithsonian museums focus on American Indian history and culture.
These classroom resources from different Smithsonian museums focus on Asian Pacific American history and culture.
These classroom resources from different Smithsonian museums focus on African American history and culture.
Tag: Black History
Themes: Globalization (ideas shared across time and place), landscapes, perspective/illusion of depth, contour line drawings, ancient cultures, American History, world architecture
Themes: communities, habitats, economics (goods, services, interdependence, producer, consumer), Native Americans culture, explorers, overlapping, multiple ground lines, various sky colors
Animals live in habitats; people live in communities.
Themes: identity, super heroes, interests, play spaces, landscapes, figure drawing, perspective/illusions of depth
Themes: culture, ethnicity, holidays, celebrations, animal vessels, still life (especially table settings)
Ancient Cultures: Egypt, China, Greece, Rome, Mali
Themes: Time, figures in motion, coil vessels, American history, colonization of America, wire sculpture,
Edward Hicks' paintings reflect the same quality and style. More advanced in technique than Grandma Moses but still simple if compared to the work of the Hudson Valley School.
This collection details an art and community engagement project that the Smithsonian Center for Learning and Digital Access did with educators from the National Portrait Gallery and the Fairfax County Family Literacy Program. It includes assets and resources designed to help teachers, museum educators, and community-based informal learning educators recreate the program as is, or design their own, based on the specific needs of their classroom or learning community.
"Illuminating the Self / Illuminándonos" was a five-day bilingual program in which pairs of immigrant mothers and their middle school-aged children worked together to learn about portraiture from the 2016 exhibition of the Outwin Boochever Portrait Competition winning portraits. First we talked about portraiture in general, and then focused the discussion on light and shadow. Next, students took portraits of each other and chose one to recreate. We projected the portraits in black and white onto a wall, and had the students trace the outlines of their photographs on their blank drawing paper. They they worked with charcoals to fill in their portraits and refine their drawings. Participants also visited the Outwin exhibition. Finally, their portraits were displayed at the National Portrait Gallery's Hispanic Heritage Month Family Day.
Program surveys indicated improved literacy, technology, and communication skills to share heritage, traditions, and talents; increased sense of empowerment and self-esteem, strengthened parent-child relationships and community bonds, and creation of a core of mentors. One mother reported that before the program she would never have entered an art museum because she wouldn't have known what to do, but that now she would not be able to pass by without stopping in. As well, several family participants have returned to the Smithsonian asking to volunteer at future Smithsonian events.
This program received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.