Found 947 Learning Lab Collections
This collection puts together different resources that portray the impact rock music had on society. Rock music influenced the lives of the youth through lyrics, image, and performance. This teen-oriented music was written about women, sex, and social reform. The influence from artists and their songs caused the youth to change not only their values, morals, or what was sexually appropriate, but also even their style. The phrase "sex, drugs and rock 'n' roll" didn't come from nothing. #MUS109-2019
Starr, Larry, and Christopher Waterman. American Popular Music. 5th ed., Oxford University Press, 2010.
Nekola, Anna. “ 'More than Just a Music': Conservative Christian Anti-Rock Discourse and the U.S. Culture Wars.” Jstor, www.jstor.org/stable/24736782.
NRRArchives. “Chuck Berry ‘Sweet Little Sixteen.’” YouTube, YouTube, 25 Nov. 2012, www.youtube.com/watch?v=ZLV4NGpoy_E.
ForbiddenInGermany4. “Elvis Presley - Hound Dog (1956) HD 0815007.” YouTube, YouTube, 26 Dec. 2010, www.youtube.com/watch?v=MMmljYkdr-w.
Channel, Smithsonian. “How Teenagers Ran the Rock 'n' Roll Era.” YouTube, YouTube, 7 July 2017, www.youtube.com/watch?v=i053iRVJZcQ&feature=youtube_gdata_player.
“The Beatles.” Discogs, www.discogs.com/artist/82730-The-Beatles.
“1960's Fashion.” Pinterest, www.pinterest.com/.
"Naomi Wesstein." Wellesley Center for Women , Web. 30 Jun 2019. .
This collection contains a selection of artworks related to the themes of conflict, identity, and place. Teachers can use these artworks for a variety of purposes; here, we use them as a catalyst for discussion, with an extended version of Project Zero's See, Think, Wonder thinking routine. In small groups or as a classroom, have students select one artwork they find meaningful or interesting and discuss the following:
- Why did you pick this artwork?
- What do you see? Name specific aspects of the artwork you notice.
- What do you think about what you see?
- What does this artwork make you wonder?
- Optional: How might the artwork connect to the themes of conflict, identity, and place?
This Smithsonian Learning Lab collection contains artwork selected by Phoebe Hillemann, Teacher Institutes Educator at the Smithsonian American Art Museum, featured in the 2019 Smithsonian American Art Museum Summer Institute for Teachers, "Teaching the Humanities through Art."
These artworks serve as foundational museum resources in lesson concepts that are accessible by searching the Smithsonian Learning Lab with the hashtag: #SAAMTeach.
These items are housed in the Smithsonian Anacostia Community Museum and appear in the exhibit A Right to the City curated by Samir Meghelli.
"The history of Washington neighborhoods reveals the struggles of DC residents to control—or even participate in—decisions affecting where and how they live. Prior to passage of Home Rule in the 1970s, Congressmen, private developers, appointed members of the local government, and even sitting Presidents decided the course of the city’s development, often with little or no input from residents.
In the mid-twentieth century, massive federal “urban renewal” projects, school desegregation, and major highways, both proposed and built, spurred civic engagement, protest, alternative proposals for development, and a push for self-government. By 1968, “White man’s roads through black man’s homes” became a rallying cry, pointing to the racism that afflicted the urban and suburban planning of the era.
A Right to the City highlights episodes in the history of six neighborhoods across the city, telling the story of how ordinary Washingtonians have helped shape and reshape their neighborhoods in extraordinary ways: through the fight for quality public education, for healthy and green communities, for equitable development and transit, and for a genuinely democratic approach to city planning."
Using "See, Think, Wonder" and "Parts, Perspective, me", this collection explores how cultural shock influences the way artists see themselves or are perceived by others. The careful analysis of 100 Pounds of Rice by the artist Saeri Kiritani provides an opportunity for students to reflect on the similarities and differences with the novel Fear and Trembling by the Belgian author Amelie Nothomb. It also invites students to reflect on their own cultural identity.
Time- 1 or 2 class periods with optional homework and extension activities
- How do art and literature shape our understanding of cultures?
- What kind of knowledge about a literary text and about art do we gain when we compare and contrast them?
- How does language in art and literature represent cultural distinctions and identities?
In Fear and trembling, Amélie, who is the main character of this autobiographical novel, shares her struggles as a foreign employee in a big Japanese corporation where she is confronted with Japanese protocols and habits that are culturally new to her. In her story, Japanese culture is exposed through a foreign perspective. The aim of the collection is to bring a different perspective to our study, these of a Japanese women living in the US, in order to build a better intercultural understanding of the Japanese culture.
Students have read the novel Fear and Trembling and analysed the way Western and Japanese cultures are perceived by the different characters. They have explored how the autobiographical novel offers insights on the Japanese workplace culture and reflected on its limitations (a single story embedded in fiction). This teaching unit can be done without the comparative component of literature. It can also be adapted to any other literary work that explores the topic of identity.
Step 1: Have them do "See, Think, Wonder"individually with 100 Pounds of Rice by Saeri Kiritani. Do not show the caption to students yet. The "See, Think, Wonder" routine is good to help students pay attention to details and unveil the artist's choices. It also encourages them to initiate a first interpretation.
Step 2: Debrief as a whole group- Discuss the self portrait of Saeri Kiritani.
Step 3: Show the Saeri Kiritani 's youtube video
Once students have discussed the sculpture, show them the video and ask them to take notes on the new information the artist provides.
Next, go back and look at the sculpture and see how their understanding has shifted from their initial interpretation.
Step 4: Read the caption
Have students read the caption and answer the questions of the Design Thinking routine "Parts, Perspectives, Me". The routine encourages students to consider the various viewpoints of an object, its users, and stakeholders, and reflect on their own connections and involvement with it. It helps them connect with the perspectives taken in the novel as they are complementary, yet different. It also lead them to reflect on their own identity and prepares them for possible extensions to the activity.
Step 5: Debrief the questions as a group
Day 2 or Homework
Step 6: Have them write an individual synthesis:
- What did I learn about Saeri Kiritani self-portrait? Fear and trembling? Me?
- How do Saeri Kiritani and Amelie Nothomb express how they experience cultural differences?
- What are the similarity and differences between them? How does it impact your understanding?
Step 7: Debrief in pair or small group, then as a whole group
Step 1 - Once they have completed these activities, ask them:
- What material or fabric would better represent who you are? Why?
- What part of you would better represent who you are? Why?
Step 2 - Debrief in group - reflect on the idea of cultural stereotypes: what role do cultural stereotypes play in the construction of self-identity? To what extent do cultural stereotypes limit or facilitate self-identification? Identification of others?
Step 3 - Have them sculpt their self-representation with the material of their choice.
Step 4 - Exhibition and presentation of the creative process.
Time- 2 class periods
Using the Project Zero Design Thinking routines "Parts, People, Interaction", this activity provides an understanding of the system of gender power at stake in the representation of Chapter 34 of Tales of Genji - Kashiwagi catches sight of the third Princess. It then looks at a modernization of the illustrations and offers a reflection on what the new feminine contemporary perspective brings to the interpretation of the Third princess story.
In exploring the representations of the tales of Genji, students have the opportunity to discover tales that have become a standard for Japanese culture. They look at the first known literature piece written by a woman, who shares a rare and intimate perspective of a woman on a world governed by men. Students compare the representation of the tales from the XVIth century with one from the XXth century to identify in what ways they have been interpreted.
Step 1: Have students sketch The tale of Genji, chapter 34; Kashiwagi catches sight of the third Princess
Step 2: Debrief as a whole group
Discuss what the students have noticed. Do not show the caption to the students yet. The observational drawing is good to help students pay attention to details and unveil the artist's choices. It also encourages them to initiate a first interpretation.
Step 3: Parts, People, Interaction
Once students have discussed the painting, guide them through the routine "Parts, People, Interaction".
"This thinking routine helps students slow down and look closely at a system ( here the system of gender power.) In doing so, young people are able to situate objects within systems and recognize the various people who participate—either directly or indirectly—within a particular system.
Students also notice that a change in one aspect of the system may have both intended and unintended effects on another aspect of the system. When considering the parts, people, and interactions within a system, young people begin to notice the multitude of subsystems within systems.
This thinking routine helps stimulate curiosity, raises questions, surfaces areas for further inquiry, and introduces systems thinking." (PZ)
Step 4: Read the PDF "More about Chapter 34" and go back to the questions
Have students read the caption, go back and look at the painting and ask them to take notes on how their understanding has shifted from their initial interpretation.
Step 5: Debrief the "Parts, People and Interaction" routine as a whole group:
During the discussion, here are some specific question students may want to address:
- What does the illustration of Chapter 34, Kashiwagi catches sight of the third Princess says about the system of power gender in place at the Japanese court in the XIth century?
- To what extent the architecture in the painting play a role in facilitating the superiority of men?
- How does the system in place impact relationship between men and women?
Step 1: "See, Think, Wonder" - The third princess with her pet cat, Yamato Maki, 1987
Have them do a quick "See, Think, Wonder" to encourages them to reactivate prior knowledge, pay attention to details and reflect on the effects of the modernization of the illustration of The tales of Genji though manga. Identify the audience and the context of the illustration.
Step 2: Read the caption as a group - notice what is important.
Step 3: "Layers"
This routine will encourage students to refine their first analysis of the illustration by looking at it through different angles (Aesthetic, Mechanical, Connections, Narrative, Dynamic). It will allow them to draw upon their prior knowledge and consider the impact of modernization of art on the public.
Students can work in small group and cover between 3 and 5 of the categories.
Step 4: Each group of students present their learning to the class
This collection is meant to be used as an introductory activity to the novel Their Eyes Were Watching God by Zora Neale Hurston. Specifically, it focuses on the different styles employed by artist Aaron Douglas, most notably in his Scottsboro Boys portrait and in his 1925 self-portrait. In doing so, it asks students to consider when and why an artist who is more than capable of creating within the boundaries of classically beautiful art or writing might chose to create in this style at some times and at other times to create in more radical or avante-garde styles. It uses a Compare and Contrast looking technique before revealing to students that all four distinct pieces are created by the same artist.
Ideally, teachers can end the unit by facilitating discussion of the social change Douglas aims for with his Scottsboro portrait and of the bridge that Hurston creates with her prose narrator before launching into the dialect of her characters that earned her such scorn from the African American community of her era.
This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.
Opening: Class Discussion: What is a portrait? What are the Elements of Portrayal?
Show Michelle Obama Portrait- Have students work in pairs to come up with a list of things the artist wants us to know about the sitter.
Read Washington Post article - Add any ideas to list
Divide class into 6 groups - Each group is given a group of first ladies. Students should come up with a list of attributes/characteristics/symbols for the group as a whole.
Small groups should then meet together and complete a Venn Diagram to show similarities and differences of the groups to distinguish how portraits may/may not have changed through time. Does this portray how the role of the first lady has evolved over time?
Further questioning: What roles will future first ladies (men, husband, partner) play in the U.S.
Extension activity: Portrait - Create a portrait of someone of importance or even a self-portrait. What style will it be in? How will you use the elements of portrayal?
This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.
Using Project Zero Design Thinking "Making Moves" [ressource 4], this activity explores multiple haikus from the Edo period in Japan. Through an analysis of these haikus, students will gain an understanding of: the different topics explored in haikus, their structure and, how text and image are intertwined. This will lead the students to create their own illustration of haikus from the Edo period.
Step 1: Notice everything
Have students silently notice every details on the four works of art [ressources 1-3] and take notes - they don't have access to the captions nor the descriptions.“Notice everything” is a learning move that supports design sensitivity; refer to “Making Moves” [resource 4] for more information.
Step 2: Juxtapose
Have student compare and contrast the works of art with one another and draw conclusion on recurrent patterns, topics, questions they want to further explore.
Step 3: Zoom in on Seated Monk
Have the students discover the meaning of the text (Japanese and English version) and its structure 5/7/5. [Ressource 5]
Step 4: Envision and Hack
- First, have the students illustrate one of the four haikus of their choice and explain their design in a Pair and Share activity. You will find in Ressource 6 (haiku.pdf) four different haikus for this activity. Ressources 7 and 8 are examples of student work.
- Then, have the students create their own haiku based on the illustrations of the 2 other works of art (Ressources 2 and 3 - Bats in moonlight and The actors Nakamura Utaemon III as Konobei and Nakamura Matsue III as Shiokumi Kofuji). Once they have finished, have them compare their text with the original haiku.
Step 5: I used to think... now I think...
To wrap-up the lesson, students go back to their initial thoughts about Haikus, text and image and, reflect on what they have learned.
This activity, designed as a group exercise, asks participants to assume the role of a college student researching American women's work in the early 20th century, as an entry point to consider what is useful when tagging, searching, and creating digital resources. The collection includes the images that participants considered, followed in each case by a PDF of their responses. For the activity instructions, see the second tile of the collection.
This activity was conducted at the inaugural meeting of the Smithsonian Digital Resources Steering Committee, a group convened to share knowledge and explore best practices, issues, and strategies that arise in using and creating digital cultural museum resources.
Kayo Denda, Librarian for Women's, Gender and Sexuality Studies at Rutgers University and Visiting Fellow at the Smithsonian Center for Learning and Digital Access, created the activity reproduced here. As a Fellow, Ms. Denda is exploring how libraries, museums, and archives develop metadata for content on women in American history.
In this collection, students will explore an artwork by El Anatsui, a contemporary artist whose recent work addresses global ideas about the environment, consumerism, and the social history and memory of the "stuff" of our lives. After looking closely and exploring the artwork using an adapted version of Project Zero's "Parts, Purposes, and Complexities" routine, students will create a "diamante" poem using their observations of the artwork and knowledge they gained about El Anatsui's artistic influences. Additional resources about El Anatsui, how to look at African Art, and Project Zero Thinking Routines are located at the end of the collection.
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: nigeria, african art, textile, poetry, creative writing, analysis
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!
This collection explores Music. All children, including young children, have musical potential! For more information, check out the National Association for Music Education and their statement on music in early childhood here: https://nafme.org/about/position-statements/early-childhood-music-education/
This series of four Smithsonian Learning Lab collections is funded as part of the Smithsonian Year of Music. #SmithsonianMusic
This collection will serve as the basis for a series of activities designed to promote global competence and to teach for understanding . Specifically, these activities focus on building competence in the domains of investigating the world and taking action. All of these experiences and tasks will use the concept of "HOME" as their point of nucleation or seed, and as a through-line to connect the students to the material and help them extend the material beyond the classroom.
Resources in this learning lab include:
- A collection of global thinking routines to be applied during these encounters, as well as the rationales and goals for their use.
- An example of thinking routines designed to foster global competence based on Homer's Odyssey (I use the Fagles translation) and the work of contemporary Korean-born artist, Do Ho Suh.
- Suggestions for expansion, further interrogation, and fractal extension, including extension into further abstraction.
- A series of journal entries charting some of the thinking leading to the production of this learning lab.
- A padlet including documentation of my thinking process and some photos of other pieces by Do Ho Suh: https://padlet.com/debic_mathieu/67572xigbcn
- This learning lab collection was originally conceived to be used in an English/Language Arts or composition class. As such, it favors written expression. These writing assignments could be altered, shortened, or dispensed with altogether.
- The timeline I had in mind when building this learning lab was about two or three weeks of class time. Obviously it could go longer or shorter, depending on the circumstances of teachers using it.
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?
Using the Project Zero Visible Thinking routine "See Think Wonder," this activity investigates the cultural connections between Ancient Greece, Rome, and Gandhara* as seen through a sculpture of the Buddha created in the 2nd century CE. Buddhist sculptures from Gandhara are significant not only because they show the extent of Alexander the Great's influence on Asia, but also because they are some of the first human depictions of the Buddha in the history of Buddhist art.
Even without a deep knowledge of the art of this period, students can make visual observations and comparisons that reveal the blending of Asian and Greco-Roman culture in this particular region.
*Gandhara is a region in what is now modern Afghanistan and Pakistan.
Keywords: greek, kushan, mathura, india, inquiry strategy, classical, roman, gautama, siddhārtha, siddhartha, shakyamuni, lakshanas, signs of the buddha
Students will "read" and analyze elements such as conflict, symbolism, mood, and tone in order to interpret a visual map's message or story.
This collection is devoted to helping students explore the ways in which the institution of slavery through its many forms, and across time has introduced confusion into the world. Students will explore the connections between the biblical exodus stories, slavery in America, the history of South African apartheid, and the ways in which the slavery of the past still lingers, as well as how slavery in other parts of the world has adapted and changed such as forced begging and sex trafficking.
This collection contains materials for a 2-part lesson on the prison system in America. Students will consider the prison system in America through the lens of the 8th amendment, comparing their interpretations of "cruel and unusual punishment" and "excessive" bail to that of the American government's interpretation. Ultimately, students will come to the understanding that laws can be manipulated and distorted by those who hold power and that interpreting law is a highly political act with enormous ramifications.
This lesson is part of a larger study of Black American history, so the content portion of this lesson will focus on the way in which the prison system disproportionately disadvantages Black Americans. This lesson will end up with an artistic activity that will ask students to create an artistic piece about the 13th Amendment, inspired by Mark Bradford's "Amendment #8."
See the attached lesson plan for additional details. #SAAMteach
This collection includes self-portraits by two different artists: Faith Ringgold and Jacob Lawrence. Both artists are generally known for their efforts to represent everyday life experiences, struggles, and successes of African Americans. The purpose of the collection is to prompt a discussion comparing/contrasting each artist's content and media choice in the context of a self-portrait. Students will be asked to reflect on stages of the artistic process in terms of artist intent, choice of media, and general content of a finished artwork.
This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute. #NPGteach
This collection explores the necessity, logic, and fairness of the inclusion and/or exclusion of people of history based on gender and/or race.
Looking Using the Puzzle Strategy
Looking using several various strategies.
Easily customization by simply using as an individual or group lesson or by requiring all, some, or one of the additional group portraits.
Researching People and Inventions
Recognizing Bias and Objective Analysis
Understanding the Difference Between Bias and Prejudice
Argumentative Essay Writing (Designed as a timed writing for AP Lang, but the prompt could easily be turned into a formal writing assignment.