Students will begin by examining Tooker's "The Waiting Room" using the "See/Think/Wonder" methodology. Then, they will examine five poems and argue (using evidence from their chosen poem as well as the painting) which poem is closest in tone and theme to the painting. I've included additional images to further the discussion.
This unit explores the idea that "as is painting, so is poetry." It invites students to learn to "read" art in the same way they read poetry, and likewise to imagine poetry visually. This bank of resources provides pairings of American poems and paintings.
This is a collection that allows students to examine the role of the worker in the American Experience and how it has changed over time. #SAAMteach
This lesson plan was developed for 7th grade Language Arts as a workshop for students who are writing and revising a personal narrative. The lesson creates an opportunity to see with a piece of artwork how visual details create mood.
This collection is for use with an introductory lesson for a 12th-grade rhetoric course's unit on "arguments to meditate," which are defined in the text "Everything's an Argument" by Andrea Lunsford and John Ruszkiewicz as, to paraphrase, those arguments which are abstract and/or which lack a clear, explicitly stated thesis and that therefore depend on thoughtful meditation by the audience to arrive at an understanding of the rhetorician's intent. The purpose of this lesson is to (1) establish students' understanding of the definition of an argument to meditate and (2) provide students with a beginning ability to assess the thesis and supporting ideas that comprise arguments to meditate in the form of American Art. The details of the lesson itself are included in a document within the collection.
Pick two objects. Compare/Contrast the two objects you chose.
Why are they in a collection together? Why is the title of this collection "portraits"?
This collection was created in conjunction with the National Portrait Gallery's 2017 Learning to Look Summer Teacher Institute.
This collection has students compare and contrast two artistic representations of American writer Gertrude Stein, a sculpture and a lithograph/collage. Included for the teacher is the National Portrait Gallery's "Reading Portraiture Guide for Educators" from which the questions here were adapted.
Resources providing background information for students include a video about the importance of body position and an article revealing philosophical influences on Stein.
Use strategies suggested in the Guide, or the following questions, after students have read and reviewed the provided resources:
1. Look at the first image (titled "Gertrude") and the second image (titled "Daibutsu Great Buddha") in this collection and write down observations.
2. How are "Gertrude" and "Daibutsu Great Buddha" similar and different?
3. Watch the video and take note of the ways how the statue (titled "Gertrude Stein") represents Gertrude Stein. In what ways are "Gertrude Stein" similar and different to "Gertrude"?
4. In the article "A Sort of Modern Buddha: The Influence of of Yogic Philosophies on Gertrude Stein's Method of Writing" Marcie Bianco suggests in the second paragraph starting with, "What these philosopher's show..." that a statue of Stein was necessary to capture her character and personality. How do the ideas in this paragraph reflect how Stein is depicted in the "Gertrude"?
5. In the article paragraph eleven starting with "What these philosophers show..." the writer suggests how Gertrude Stein wrote poetry utilizing a mind-body connection. How does this idea connect to how she is depicted in "Gertrude"?
6. After completing these steps, type in "Gertrude Stein" in the Learning Lab search engine and look at other portraits of her. How is she represented in other portraits?
7. How are the portraits alike and different? Compare these portraits with "Gertrude," "Gertrude Stein," and "Daibutsu Great Buddha".
Tags: Gertrude Stein; poetry; American novelist; literature; Buddha; sculpture; visual art; portrait; analysis
This collection was created in conjunction with the National Portrait Gallery's 2017 Learning to look Summer Teacher Institute. The activities, which should take 1 hour over two class days, use two photographs for student visual analysis, as well as a short reading on feminist history, to help students investigate context to further their understanding of characterization, theme, and plot elements in Atwood's The Handmaid's Tale. A page of teacher notes is included at the end of the collection, outlining suggested uses of the slides.
TAGS: #NPGteach, portrait, learning to look, National Portrait Gallery
Marian Anderson faced many challenges during her career making her a hero to many. Facing discrimination with dignity and grace endeared her to her fans and generations yet to come.
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.
In this collection, students will answer the question "What Makes a First Lady?" by comparing and analyzing images of various First Ladies. They will also think critically about their definition of the First Lady as compared to that of the President and the differences in medium (painting, photography, video) artists use to represent a First Lady. One of the final activities will require students to find an image of a First Lady not shown in the collection to test their definitions.
This activity is based on the "Reading Portraiture" Guide for Educators created by the National Portrait Gallery. The guide can be found at the end of the collection.
This is a student activity about rhetorical strategies for persuasion using both text and images. The images in this collection are different advertisements published in the United States during the 1950s. As you look through them, think about these three questions:
-What is being advertised?
-How is the advertisement attempting to persuade you to buy the product? Use concrete details from the text and the images.
-Do you think the advertisement is effective? Why or why not?
Themes: Time, figures in motion, coil vessels, American history, colonization of America, wire sculpture,
Themes: culture, ethnicity, holidays, celebrations, animal vessels, still life (especially table settings)
Ancient Cultures: Egypt, China, Greece, Rome, Mali
Themes: identity, super heroes, interests, play spaces, landscapes, figure drawing, perspective/illusions of depth
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: Globalization (ideas shared across time and place), landscapes, perspective/illusion of depth, contour line drawings, ancient cultures, American History, world architecture
Allensworth, CA. founded in 1908, represents the only all black township in California; founded, built, governed and populated by African Americans. Located in the great central valley (southern San Joaquin), it was founded to be a agricultural community and center of learning. Where, African Americans only 50 years out of slavery could become economically free. Due to lack of a dependable water supply, the untimely death of the Colonel and other factors the town's future was bleak. By 1918 the town began its demise struggling to survive. The historic portions of the town became a state historic park in the 1970's. It is formally listed on the National Register of Historic Places and is a California Historic Landmark.
How have museum objects and antiquities inspired arts and literature? Read and listen to a famous poem written two hundred years ago by English author Percy Bysshe Shelley, "Ozymandias." Then, view artworks which in turn were inspired by the poem. View the environmental landscapes and settings in ancient Egypt which inspired the original poem about the colossal sculpture of a famous ruler from over three thousand years ago. The collection concludes with a link to view a draft of the poem. Will Shelley's work inspire the creation of your own poem or artwork about a place you've traveled, or an object you've seen in a museum?
keywords: sonnet, Ancient Egypt, Ramesses II, Thebes, impermanence, cultural patrimony
A collection of Smithsonian resources about the county of Georgia, in Europe. Features geography, ecology, folklife, music, and culture.
A general topical overview collection of Bahrain (and Arabian Gulf-related) objects in the Smithsonian collections. Stamps are featured, as well as the historic pearling industry; Endangered species are described, as well as articles about the ancient Dilmun culture and other archaeological finds.
A collection of archival records and photographs documenting the Weikers family's experience in Nazi Germany and their persistent efforts to seek asylum in the United States.
For more information about the Weiker family story, see their profile on Generation to Generation: Family Stories Drawn from the Rauh Jewish Archives at http://www.jewishfamilieshistory.org/
Tags: Nazi Germany, Holocaust era, primary sources
This student activity includes a variety of types of propaganda related to World War I. The United States government took great action when it came to World War I—they helped organize workers, recruit military members, and regulate the economy so that American could have a successful impact on the war. The Committee of Public Information formed by George Creel and other propaganda-producers used advertising techniques from businesses to make appeals to the average citizen and encourage them to make a difference. This assignment will ask you to connect each piece of propaganda to one of four major goals of the U.S. government during the war and to analyze a few specific pieces for author, audience, purpose, and even the medium/form.
Essential questions include:
- What are the four main goals of the government during World War I?
- Why and how did propaganda creators target specific audiences with their messages?
- What are the effects of changing the medium or form of propaganda on how it might be received?
Tags: World War I, WWI, selective service, draft, liberty bonds, propaganda, music, Uncle Sam, persuasive writing, cause effect