Found 944 Learning Lab Collections
This collection supports the January 2017 Google Hangout facilitated by the National Portrait Gallery in coordination with the Smithsonian Center for Learning and Digital Access.
Visually rich portraits, with both objects and setting, are most effective when using this strategy.
Included in this collection are examples of portraits National Portrait Gallery educators have had success with when facilitating the jumping in looking strategy while teaching in the galleries: George Washington Carver, Alice Waters, E.O. Wilson, George Washington, Men of Progress, Shimomura Crossing the Delaware, and Tony Hawk
Visually rich portraits, with both objects and setting, are most effective when using this strategy.
Included in this collection are examples of portraits National Portrait Gallery educators have had success with when faciltiating the 30 second look while teaching in the galleries: George Washington, Men of Progress, Shimomura Crossing the Delaware
Easterners heard many stories about the dangers of traveling to the American west. Accounts of the great American desert as an almost impossible place to cross caused many to rethink leaving home. Albert Bierstadt and painters of the Hudson River School traveled the west and sent back their impressions of the landscape and wildlife.
During the 1830s, George Catlin and his team produced over five hundred images of native American life on the western plains. Nearly half of his work consisted of exquisite portraits of Indians of many different tribes. Some tribes like the Hidatsa disappeared before any other visual representation of them could be made.
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.
Every year near Thanksgiving, images of our Pilgrims father begin to proliferate showing them as very austere and wearing only black clothing. This learning lab introduces images of Pilgrims that are compared with written primary sources. It was customary in the 17th century to inventory all the belongings of the deceased before they were distributed to the heirs. These inventories and the wills themselves provide detailed information about the attire of everyday Pilgrims of this period.
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 is inspired by Cooper Hewitt's 2015 book and exhibition How Posters Work, written by Ellen Lupton, presenting works from the museum's astonishing collection of over 4,000 historic and contemporary posters.
In this student activity, you'll learn the basics of poster and advertisement design: how to tell a story, excite the eye, and use visual language to create emotional, effective design. At the conclusion of the lesson, you'll create a film poster of your own. This collection is perfect for graphic designers, illustrators, and enthusiasts alike. All you need is a passion for design, a curious eye, and love for a visual story.
How do you communicate? Through words? Body language? A facial expression? Explore the different ways people and animals communicate.
Halo is one of my all time favorite video games series. I've made this collection in honor of the original trilogy.
The series focuses on the main character, Master Chief, as he battles to save the world against the alien covenant and flood.
The first game in the franchise, Halo: Combat Evolved, released on November 15, 2001 on the Xbox and by 2002, 1 million copies of the game had been sold. Since it's release the franchise has been extremely successful. Since the first game's release, 11 more Halo titles have been released. These have been some of the best-selling games of all time, and for good reason too.
This collection includes a multi-day lesson plan built around Childe Hassam's Tanagra (The Builders, New York), 1918, and is designed to explore the effect that gender inequality can have on identity. Lessons are designed for an eleventh-grade, American Studies, Humanities-style course, and the historical context is the Gilded Age and the Women's Suffrage Movement. The plan for this mini-unit includes the analysis of visual, literary, and historical texts, and while it has a historical context, the goal is also to make connections to American life today. The essential question for this mini-unit is this: How can unfair gender norms affect what it feels like to be a human being? Included, you will find a lesson plan as well as digital versions of the artistic, literary, and historical texts needed to execute that plan. #SAAMteach
Photos and paintings of Algonquin Provincial Park are grouped with Tom Uttech's "Mamakadendagwad." What is the impact when someone or something enters an environment or ecosystem? Lesson could be an introduction for multiple content areas. In science, students could study mammals, birds, and insects of Ontario, Canada; ecosystems; and invasive species. In history, what is the wilderness? It could be paired with Charle C. Mann's argument about Native American and European impact on land in Jamestown. It could also be paired with Juane Quick-to-See Smith's painting "State Names" to consider how humans name places they settle. English students could extend the discussion by reading Iroquois creation myths and Joseph Bruchac's "Snapping Turtle." #SAAMteach
Benjamin West began painting in America during the late colonial period. His works represented a variety of styles. He was equally good at portraiture which was what most customers wanted and romantic renditions of battle scenes. Later in his career he devoted much of his time to Greek and Roman mythological themes.
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.
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 topical collection examines mosquito-borne illnesses from the perspectives of art, history, public health, science, and visual thinking strategies. Specifically, the Zika virus and historic malaria and yellow fever are studied through the Smithsonian's national insect collection. Includes specimens and objects related to mosquitoes, as well as artworks and articles.
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.
The artist’s imagination may be limitless but his or her materials and tools available do place limitations. How can an artist put their knowledge to into practice, working around their limitations and learn more at the same time? Students will explore how some craft artists have to question the techniques and materials they use in order to create/use a new approach
This is a collection of primary sources related to the them of segregation, integration, and desegregation. This includes sources about Brown v. Board of Education (1954), the integration of Central High School in Little Rock, Arkansas (1957-1958), and the desegregation of Boston Public Schools.
By using Chimamanda Adichie's "The Dangers of a Single Story" as a lens, students will begin to analyze how urban artists draw awareness to single stories and challenge them through their artwork.
Topics and Hashtags
Urban Art, Stereotypes, Art, Social Action, Social Justice, Cities, City, Down These Mean Streets, Maristany #SAAMteach
This is a collection of artifacts representing geometric motifs in Islamic art. Students will learn why these complex patterns are so prevalent in Islamic art, practice spotting different types of patterns, and begin to create their own, using just a ruler and a compass. They will also have an opportunity to explore the concept of tessellation using an interactive tool.
tags: geometry, circle, angle, star, mosque, mihrab, tile, Muslim, Islam, religion
A collection of images focusing on the Native Americans and their vanishing cultures due to Manifest Destiny.
Bowling Green High School, Bowling Green, KY
Grade levels: 9-12
11th grade American Literature Focus for English Second Language Learners
Lesson Time: 50 minutes
1. Show the students a copy of the painting “Westward the Course of Empire Makes Its Way” by Emanuel Leutze (1861). Ask the students to spend a few moments observing the work in silence, noticing any details that draw their eyes. Ask the students to let their eyes touch every part of the canvas/picture.
2. Using the teaching strategy “See Think Wonder” ask the students to volunteer details in the work that they see. Ask them to describe only what they observe in the work (e.g. “I see a man in a fur hat holding a gun”). After the student makes a factual observation, ask the student “What do you see that makes you say that?” if the student says something that is not immediately obvious (e.g. the student sees a wooden sailing ship trapped in sea ice but describes it as a cabin). Do not correct the student. Let other students make observations and possibly correct each other through observation and discussion. After the student is satisfied with an observation, follow up with the question “What do you think about that?” Allow the student to offer any interpretations of what the detail means for the content of the work, the tone, the theme etc. Avoiding any value judgements, summarize back to the student his or her interpretation and evidential observations supplying any vocabulary the student might lack, asking for the student’s approval of the final summary. Continue this procedure until the students exhaust their observations or the class time restraints are reached. Finally, follow up with the question “What does this work (or specific observation) make you wonder about?”
3. At this point, ask the students to note anything that they do not see but would expect to be represented in the scene. Second Language Learners who have been in the USA for 2-3 years would probably have some general ideas about the history of the USA and may be able to offer such absences. If not, the teacher may need to point out that no Native Americans appear in the main scene. If the students do not notice the border of the work, point out that there are small scenes in the border that add content/connections to the main scene. Point out that two Native Americans appear there, small and crawling.
4. Ask the students to make a journal entry writing their thoughts about the work, specifically noting the Americans who are represented as moving across the land and the Americans who are not represented.
If the students have enough command of the language, the teacher can discuss representing fact versus propaganda. Discuss the painting as advertisement for the movement west despite its factual inaccuracies (e.g. the painting depicts California as visible from the Rocky Mountains although it is actually 1,200 miles away). Contrast this with a handbill distributed in the Dust Bowl areas advertising workers needed in California to pick crops (in reality the number of workers was greater than the jobs available). A possible literary connection could be to The Grapes of Wrath.
Use the painting periodically through the course of American Literature. Students’ reactions to the work may evolve as they expand their ideas of American history, manifest destiny, and the immigrant experience. Allow students to write new journal entries each time they revisit the work with new knowledge. Discuss the dialogue that gets created between the artist, the work, and the viewer based on what the viewer brings to the experience.
Objective: The student will be able to make a factual observation about the painting and offer interpretation (where possible) citing evidence from the work.
Follow-up lessons: On subsequent viewing of the work, the student will be able to identify themes in the painting that connect to texts from American Literature (e.g. attitude toward nature, the west, immigration, manifest destiny, etc.)
Rationale for using this artwork: The painting by Leutze encapsulates many themes that permeate American Literature and lends itself to an introduction to the course as well as an anchor for the course that will bear repeated viewing.
Rationale for the the methodology: The English as a Second Language student often does not bring a lot of background knowledge about American history or art. The See-Think-Wonder technique allows the student to engage with the work as an expert would: one who makes observations and interpretations that allow claims backed by evidence.
Differentiating Observation (fact) from Interpretation (opinion).
Making claims based on evidence.
Practice speaking in front of peers using the target language of English.