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Found 798 Collections

 

The Valentine Dress from the Outwin Collection

This lesson plan and its extensions are designed to facilitate students' observations of art and then extend to an essay writing assignment. A follow-up writing unit will follow when my sophomores will write a memoir in which they incorporate their own growing up experiences and memories of hurt, frustration, loneliness, joy, and discovery. The best of these products will be submitted to the Scholastic Writing contest and will follow the word count/formatting guidelines dictated by the Scholastic Art and Writing Awards: http://www.artandwriting.org/.

This collection was created in conjunction with the National Portrait Gallery's 2016 Learning to Look Summer Teacher Institute.

TAGS: #NPGteach ; portrait; National Portrait Gallery
Jennifer Seavey
12
 

Analyzing Cultural Identity

The following lesson is intended for high school students in an ICT English Language Arts classroom.

By the end of the lesson, students (ages 14-18), will be able to determine a central idea about identity by analyzing multiple texts. Students will apply their understanding of artwork (George Catlin's "Wi-jún-jon, Pigeon's Egg Head (The Light) Going To and Returning From Washington") to one or more poems that share conflicting themes of identity. Students are assessed on their ability to create claims, support claims with evidence, synthesize information from multiple sources, and develop a central idea about identity.


#SAAMteach
Nick Verrillo
5
 

Reconstruction

Students analyze works of art from the end of the Civil War and Reconstruction to better understand this tumultous time in our nation's history.
Nick Odem
3
 

Textured Portraits

Students will analyze portraits for the message or expression communicated through portraits with exceptional texture. Contributing to a discussion with the 30 second look, students will look at an image from the 2016 Outwin exhibit to look deeper and explore and infer the artist's intent and interpret meaning. Students will utilize previously made photobooth self-portraits to begin exploration of Photoshop filters. Each student will create a new and originally produced textured portrait. Further extensions to analyze portraits include: conversation extender and contrast and compare. #NPGteach
Jennifer Fox
16
 

Harlem Renaissance: Langston Hughes and Jacob Lawrence

A compare/contrast of Langston Hughes and Jacob Lawrence, integral figures in the Harlem Renaissance. Created as part of the Learning to Look Summer Teaching Institute at the National Portrait Gallery.

#NPGteach
Inez Koberg
4
 

Martin Luther King

This Collection of resources highlights key events in the life and work of the Reverend Dr. Martin Luther King, Jr. It includes resources that illustrate the Montgomery bus boycott, his Letter from a Birmingham Jail, the March on Washington and his I Have A Dream speech and finally, images and a video from his assassination and funeral.

Key Terms:
Civil Rights Movement
Civil Rights leader
Activist
Black rights
African American rights
Equality
Linda Muller
22
 

Pittsburgh 1932

This is a collection of images and documents that give historical context for the poem "Pittsburgh 1932." The poem itself tracks a city's changing economic landscape during war years and the Great Depression.

Students can use this collection directly to explore the literature and history.
Kate Harris
25
 

Surrender at Appomattox

This is a lesson designed around the portrait "The Room in the McLean House, at Appomattox Court House, in which General Lee Surrendered to General Grant," and is intended to be used when teaching about General Lee's surrender. #npgteach
Jamie Grace
7
 

What Makes You Say That?: Interpretation with Justification Routine with a Historical Photograph

This collection uses the Harvard Project Zero Visible Thinking routine, highlighting interpretation with justification. The strategy is paired with a photograph from the National Portrait Gallery. Once you have examined the photograph and answered the questions, view the original resource and the short video with a curator to check and see if your interpretation was correct. How does viewing the photograph with the museum label change your interpretation?

Suggestions for teachers regarding visual clues for this image are in the "Notes to Other Users" section.
Ashley Naranjo
3
 

Αλφαβητάρια

A collection of alphabet books to inspire students to create their own. Alphabet books can be created using any subject and completed with any grade. They can be completed individually (one student makes a page for each letter of the alphabet) or as a group or class (each student takes one letter). Here are some ideas for topics or use with your students:
Kindergarden-1st--Pick a letter, write a sentence using that letter and illustrate.
2nd-4th--The class takes a topic such as insects and each student takes a page, researches and illustrates it.
5th-12th--Students take a topic (biography, historical topic, memoir about themselves, book that they've read) and creates an alphabet book with each page telling the story or giving information about the subject.
Met Kous
13
 

What makes you say that?: Marian Anderson in Concert at the Lincoln Memorial

This collection uses the Harvard Project Zero Visible Thinking routine for interpretation with justification. This routine helps students describe what they see or know and asks them to build explanations. The strategy is paired with photographs and an artwork from the National Museum of American History and the Smithsonian American Art Museum. Using guided questions, students will look at a single event through multiple media formats.

Tags: William H. Johnson, Robert Scurlock, Marian Anderson, Easter 1939 concert, Lincoln Memorial
Melinda Welch
5
 

What makes you say that?: Marian Anderson in Concert at the Lincoln Memorial by Ashley Naranjo

This collection uses the Harvard Project Zero Visible Thinking routine for interpretation with justification. This routine helps students describe what they see or know and asks them to build explanations. The strategy is paired with photographs and an artwork from the National Museum of American History and the Smithsonian American Art Museum. Using guided questions, students will look at a single event through multiple media formats.

Tags: William H. Johnson, Robert Scurlock, Marian Anderson, Easter 1939 concert, Lincoln Memorial
Susan Stokley
4
 

Writing Inspiration: Using Art to Spark Narrative Story Elements

The Smithsonian museum collection inspires many to research the history behind artifacts, but this collection explores the use of art and artifacts to spark creative story writing. Students will choose artifacts to craft characters, a setting, and a plot conflict to create and write a narrative story.

Targeted Vocabulary: Narrative, protagonist , antagonist, character, character traits, setting, plot, climax, and conflict.

After reading and analyzing several narrative stories for story elements such as character, setting, plot, climax, and conflict, students will use this collection to begin planning their own narrative stories.
Individuals or partners will first view the portraits and discuss possible stories behind each face before choosing a protagonist, antagonist, and supporting characters. They may begin to discuss and imagine character traits for each subject.
Next, the student will select a landscape setting in which the story may take place. The writer will describe the landscape, imagine a time period, and name the location.
Finally, the student will either choose an action artifact around which to build a major plot event, or have that slide as a minor scene in their story.
Students may use the Question Formulation Technique to garner ideas for background stories behind the faces. http://rightquestion.org/
Once the story elements are in place, the students may begin to draft narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

With the artifacts selected as the major story elements, the students may begin crafting their narrative story. The artifacts can then be displayed as illustrations in the published narratives.
Susan Stokley
66
 

Reading Companion: Robots

This collection is a reading companion to two articles - "Robot Zoo" [Ask; Nov 2011] and "Me, Myself, and My Android Twin" [Muse; Nov 2012]. Students are asked to investigate these articles, alongside other objects, videos, and articles, to examine what issues robot designers are attempting to address with their inventions, and how they are trying to address them. At the end of the activity, students will be asked to write a paragraph or more explaining which inventions they think are the most important and why, citing resources in this collection as evidence.
Tess Porter
22
 

Reading Companion: Pandas

This collection is a reading companion to two articles included here as PDFs - "A Symbol of Peace: The Giant Panda" [Faces; May 2007], "Something New at the Zoo" [Ask; July 2015], and "Panda Handstands Get High Marks" [Ask; March 2005].

Several videos feature panda behavior and habitat. The TED talk by a Smithsonian scientist raises questions about our love affair with pandas.

Together the resources offer several options for comparing and contrasting informational text with science content.
Michelle Smith
17
 

How Did Artists View the Civil War? A Collection using a Visible Thinking Strategy

This collection uses a visible thinking strategy called "See-Think-Wonder" from Harvard's Project Zero to help students analyze a Civil-War era sketch to determine context and perspective. After completing the routine, students will learn more about the image and the artist who made it, as well as view art representing a very different point of view.

For more on this strategy, see the "Notes to Other Users."
Kate Harris
8
 

Lewis and Clark: an expedition across America

Who were Lewis and Clark? Where did they go? Why did they go? Who sent them? Who did they meet along the way? What dangers did they face? Did anyone help them?
This is a Collection of resources including images, videos, text, online exhibits, and a lesson plan that support Lewis and Clark's expedition across American in the early 1800s.
Linda Muller
32
 

Gettysburg Address

Why was the Gettysburg Address one of the most famous speeches in American history? This Collection contains images that illustrate how President Abraham Lincoln looked during this period in history; information that explains how Lincoln came to be in Gettysburg and images of where he delivered his famous speech; the Nicolay copy of the Gettysburg Address along with a video recitation of the speech; and, an image of the statue that memorializes the event that occurred at Gettysburg National Military Park, PA.
Linda Muller
14
 

Women's Suffrage

The Woman's Suffrage movement in America began in 1848 at the Seneca Falls Convention in an effort to allow women the right to vote.
Linda Muller
20
 

Macaroni Boy

This Collection features a variety of primary and secondary resources including maps, photographs, texts, and a sound clip to support the historical context of the book, Macaroni Boy.
Linda Muller
22
 

Runaway in an Unknown Land: The Underground Railroad in Western Pennsylvania

Prior to the Civil War, enslaved people had little chance of securing their freedom. There were rare cases of freedom being purchased by the enslaved individual or by some benefactor. Even rarer was the granting of freedom papers by the master. For those who desired to taste freedom, the choice of running was often the only viable choice. Runaways faced incredible dangers en route including the possibility of capture.
Arthur Glaser
29
 

The Dred Scott Case


The Dred Scott case was one of America's most controversial Supreme Court decisions. Who was Dred Scott and did he have a right to his freedom?
The goal of this Collection is to engage students to read and research people and texts that comprised this historical event then write a persuasive essay based on opinion gathered from details and facts procured from their readings and research.

Keywords:
Dred Scott
Dred Scott vs Sanford
Dred Scott vs Sandford
U.S. Supreme Court
Supreme Court
Chief Justice Taney
Declaration of Independence
Missouri Compromise
Emancipation
Freedom
Slavery
Abolition
Pre Civil War Era
Linda Muller
9
 

Clothing Across Cultures

This teaching collection was made to accompany the Cooper Hewitt Design Museum lesson plan "Saris, Kimonos, Togas & Smocks: Exploring Clothing Across Cultures." In addition to saris, kimonos, togas, and smocks, huipils and kanga are used as examples of culturally-specific clothing.

The lesson asks students to complete think about the cultural importance of clothing, and then to research a specific type of clothing and build a presentation around that research. Students might use this collection as a source for images for their presentation, to inspire research topics, or as a common basis for discussion with their peers.
Kate Harris
32
 

Running Fence

This teaching collection includes images and video of Running Fence, a work of installation art by Christo and Jean Claude. Included at the end is a lesson plan that engages students in analysis of Running Fence and details the steps for a student-designed installation art work at their school.

Learning goals include:
• Define installation art
• Analyze the process and results of the work of Jean-Claude and Christo to develop Running Fence
• Use the design process to develop a proposal for an installation art piece
• Use persuasive speaking skills to pitch your plan to the relevant stakeholders in your school community
• Plan and execute a piece of installation art on your school grounds, working cooperatively with a team
Kate Harris
46
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