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Found 964 Collections

 

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
 

AP Art History Curriculum Framework: Focus on "Jahangir Preferring a Sufi Shaikh to Kings"

This educational resource is designed especially for teachers and students in Advanced Placement (AP) Art History courses. It focuses on an artwork from the Freer|Sackler collection, Jahangir Preferring a Sufi Shaikh to Kings; one of the 250 works that are featured in the AP Art History curriculum. In particular, this artwork is in Content Area 8 - South, East, and Southeast Asia.

The AP Art History curriculum stresses the investigation of four key areas for each artwork: Form, Function, Content, and Context. This resource will touch on all four areas and can be adapted for use.



Tags: Album, AP, Art History, emperor, India, Jahangir, manuscript, Mughal dynasty, Muslim, portrait, Project Zero, See/Think/Wonder


Background Note to Teachers

India's Mughal emperors, who reigned over a vast and wealthy empire that extended over most of the South Asian subcontinent between the 16th and 19th centuries, were passionate about lavish manuscripts and paintings. Between 1556 and 1657, the greatest Mughal patrons—the emperors Akbar, Jahangir and Shah Jahan—formed grand workshops that brought together and nurtured India's leading painters, calligraphers and illuminators. This resource focuses on just one of the paintings created for Jahangir, but the Freer Gallery of Art and Arthur M. Sackler Gallery form one of the world's most important repositories of Mughal and Persian painting. To search our collection, refer to http://www.asia.si.edu/collections/edan/default.cf....


Related Standards

  • C3 D2.His.1.6-8 - Analyze connections among events and developments in broader historical contexts.
  • C3 D2.His.2.6-8 - Classify series of historical events and developments as examples of change and/or continuity.
  • C3 D2.His.14.6-8 - Explain multiple causes and effects of events and developments in the past.
  • C3 D2.His.15.6-8 - Evaluate the relative influence of various causes of events and developments in the past.
  • CCSS.ELA-Literacy.CCRA.R.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • NAEA | Anchor Standard 7 - Perceive and analyze artistic work.
  • NAEA | Anchor Standard 8 - Interpret intent and meaning in artistic work.
  • NAEA | Anchor Standard 11 - Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
  • NCHS WH Era 6 | Standard 1B - The student understands the encounters between Europeans and peoples of Sub-Saharan Africa, Asia, and the Americas in the late 15th and early 16th centuries.
  • NCHS WH Era 6 | Standard 3C - The student understands the rise of the Safavid and Mughal empires.
  • NCHS WH Era 6 | Standard 6A - The student understands major global trends from 1450 to 1770.
  • NCSS 1 : Culture - Social studies programs should include experiences that provide for the study of culture and cultural diversity.
  • NCSS 2 : Time, Continuity, and Change - Social studies programs should include experiences that provide for the study of the past and its legacy.
  • NCSS 3 : People, Places, and Environments - Social studies programs should include experiences that provide for the study of people, places, and environments.


Resources

This collection has been compiled from materials available on the Freer|Sackler website. In addition, these resources have been especially useful:

Milo Cleveland Beach, The Imperial Image: Paintings for the Mughal Court. Washington, DC: Smithsonian Institution, 2012.

Print and online materials related to "Worlds within Worlds: Imperial Paintings from India and Iran," an exhibition held at the Freer|Sackler from July 28 through Sept. 16, 2012.


Freer and Sackler Galleries
12
 

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
 

Αρχαία παιχνίδια

My first collection of ancient games.
Ourania Doula
7
 

#NPGteach The Ladies In and Out of the White House: Not Just A Pretty Face

Looking closely at the women married to our President's. Learn more about the individuals and the contributions they themselves made. Using Learning to Look Strategies to go beyond the pretty faces.

Nancy Gavrish
18
 

The Valentine Dress

The Valentine Dress is the focus of a Visual Arts Lesson beginning with the Slow Look Strategy. This is followed with three ideas that may be incorporated into a high school fundamentals class. #npgteach

Vanessa Sales
11
 

Paired Portraits

This lesson uses The "see, think, wonder" looking strategies to help students compare portraits on a field trip to the National Portrait Gallery. The lesson includes pre-museum visit activities, museum activities, and a follow up where students will create their own portraits.

This lesson was created in 2016 as part of the "Learning to Look" Teacher Workshop at the National Portrait Gallery. #npgteach
Kristin Enck
7
 

General Robert E. Lee's Surrender at Appomattox Courthouse

Students will observe and analyze the portrait "The Room in the McLean House, at Appomattox C.H., in which Gen. Lee surrendered to Gen. Grant" by Major & Knapp Lithography Co.
#npgteach
Jennifer McGough
6
 

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
 

History of Video Games

A look at the factors that influenced video games and gaming.
John Di Maria
18
 

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
 

Color Series: Pink

This topical collection of the color pink is part of a color series and was originally used in a collage art activity (printed out; using paper, glue, and art materials) with a group of teens with cognitive disabilities during a summer camp program.

Tags: color series, decision-making, self-determination, student empowerment, disability, All Access Digital Arts Program

Tracie Spinale
47
 

Access Series: Fantastic Creatures

This topical collection of artworks is based upon "fantastical things." It was originally used in a collage art activity (printed out; using paper, glue, and art materials); and as a discussion prompt in an informal learning activity with a group of teens with cognitive disabilities during a summer camp program. Other suggested uses beyond collage and discussion prompts would be a writing exercise, utilizing the "See|Think|Wonder" visible thinking routine. You could also pair the collection with popular young adult fantasy novels, and ancient myths and legends.

Descriptors: Decision Making, Disabilities, Self-Determination, Self-Efficacy, Student Empowerment, All Access Digital Arts Program

Tracie Spinale
64
 

Access Series: Nostalgic Popular "Pop" Culture

This inspiration collection of nostalgic popular "pop" culture from the 1950s, 1960s, 1970s, 1980s, 1990s and 2000s—super heroes and super villains, Muppets, cartoon characters, Star Wars, Disney and Pixar characters, Transformers, and movies was used for a collage activity and discussion prompt in an informal learning activity, "Me & My World: Personal Ecology/Interest Inventory" with a group of teens with cognitive and intellectual disabilities. Students were asked about their favorite pop culture influences from the past and present. Use the visible thinking routine, "See|Think|Wonder" as a starting point for a discussion prompt, and the images for inspiration.

Tags: decision-making, self-determination, student empowerment, disability, All Access Digital Arts Program

Tracie Spinale
95
 

Access Series: Flying Things

This topical collection of airplanes, hot air balloons, space craft, and other things that fly, was originally used in a collage art activity (printed out; using paper, glue, and art materials). It was used as a discussion prompt in an informal learning activity with a group of teens with cognitive disabilities during a summer camp program--as pre-museum visit preparation to artifacts that would be found at an airplane museum. Other suggested uses beyond collage and discussion prompts would be a writing exercise, "If you could fly anywhere, where would you go and what would you do?" Use the visible thinking routine, "See|Think|Wonder" as a starting point for the writing prompt, and the images for inspiration.

Tags: decision-making, self-determination, student empowerment, disability, all access digital arts program

Tracie Spinale
100
 

Access Series: Making Music and Sonic Self-Portraits

This inspiration collection of musical people and music instruments was used for a music-making activity and discussion prompt in an informal learning activity with a group of teens with cognitive and intellectual disabilities. Students used GarageBand software to create sonic self-portraits. Prior to the activity, teens were asked about their favorite genres of music, including jazz, blues, classical, rock, pop, rap, and R&B. Use the visible thinking routine, "See|Think|Wonder" as a starting point for the discussion prompt, and the images for inspiration.

Tags: decision-making, self-determination, student empowerment, disability, All Access Digital Arts Program, #SmithsonianMusic

Tracie Spinale
66
 

Access Series: Places "Real" and "Imagined"

This topical collection of artworks is based upon a wide variety of places and travel spots, both "real" and "imagined." It features castles, mountains, beaches, forests, capital cities, and fantasy movie landscapes. It was originally used in a collage art activity (printed out; using paper, glue, and art materials); and as a discussion prompt in an informal learning activity with a group of teens with cognitive disabilities during a summer camp program. Students were asked about famous places they have visited or would want to visit, as well as favorite vacation or travel spots. Other suggested uses beyond collage and discussion prompts would be a writing exercise, "If you could travel anywhere, where would you go, and who would you travel with, etc...?" Use the visible thinking routine "See|Think|Wonder" as a starting point for the writing prompt, and the images for inspiration.

Tags: Decision Making, Disabilities, Self-Determination, Self-Efficacy, Student Empowerment, All Access Digital Arts Program

Tracie Spinale
72
 

Access Series: Animals - Domestic and Wild!

This topical collection of artworks is all about animals—domestic pets, and wild, untamed beasts. Horses, elephants, dinosaurs, zebras, pandas...cats, hogs, frogs, dogs, lions, tigers, and bears; fish and fowl, monkeys that howl - you'll find all of them here. This collections was originally used in a collage art activity (printed out; using paper, glue, and art materials), and as a discussion prompt in an informal learning activity with a group of teens with cognitive disabilities during a summer camp program. Other suggested uses beyond collage and discussion prompts would be a writing exercise, "Which animals have you seen before and where did you see them? If you could have any one of these animals as a pet, which would you choose and why?" Use the visible thinking routine, "See|Think|Wonder" as a starting point for the writing prompt, and the images for inspiration.


Tags: Decision Making, Disabilities, Self-Determination, Self-Efficacy, Student Empowerment, All Access Digital Arts Program

Tracie Spinale
278
 

Access Series: People, Friends, and Family--Together and Alone

This topical collection of people—together in groups with friends or families (mother, father, sister, brother, aunt, uncle, cousin, grandmother, and grandfather); different genders, ages, and ethnicities, and "selfies"—was originally used in a collage art activity (printed out; using paper, glue, and art materials); and as a discussion prompt in an informal learning activity with a group of teens with cognitive disabilities during a summer camp program. Use the visible thinking routine, "See|Think|Wonder" as a starting point for the writing prompt, and the images for inspiration.

Tags: decision-making, self-determination, student empowerment, disability, All Access Digital Arts Program

Tracie Spinale
134
 

Inventions: The washing machine

This collection follows the development of the washing machine through time.
Chris Campbell
7
 

Civil Rights Sculpture: Claim Support Question

Using the Project Zero Visible Thinking routine "Claim Support Question," a routine for clarifying truth claims, students will examine a portrait of Rosa Parks, a prominent civil rights activist whose refusal to give up her bus seat to a white passenger prompted the 1955-56 Montgomery bus boycott. After discussing the portrait with their peers, students will learn more about the arrest this sculpture depicts by reading the original police report, with notes by a Smithsonian curator.

Created for the 2016 National Portrait Gallery Summer Teacher Institute.

Keywords: african-american, black, civil rights movement, female, woman, women, segregation, NAACP, justice, arrest, #BecauseOfHerStory

Tess Porter
2
 

SLC Day of the Dead Bilingual Curriculum-Based Resources

The cultural online programs and resources developed by The Smithsonian Latino Center (SLC) featuring Dia de los Muertos represent groundbreaking efforts by the Smithsonian to promote a deeper appreciation for Latino heritage and our connections to the ancestral past. In addition to its online festival, complete with bilingual interactive online resources based on Smithsonian scholarly research, is a vehicle for the exploration of this traditional practice which has become a phenomenon of popular American culture today. The online programming is in part a collaboration with Michigan State University (MSU) and other key community partners across the country.

Generous support for the Smithsonian Latino Center's bilingual digital educational resources provided by the following Education Sponsors: Target and The Walt Disney Company.

Smithsonian Latino Center (SLC)
39
 

Achelous and Hercules: What makes you say that?

Using the Project Zero Visible Thinking routine "What makes you say that?," students will examine the 1947 mural "Achelous and Hercules," by Thomas Hart Benton. This artwork explores the relationship between man and water in post-war agricultural America through the retelling of an Ancient Greek myth. Collection includes a video analysis by a museum director and an interactive exploring areas of interest in the artwork.

Tags: greece; agriculture; agricultural; missouri river; marshall plan; truman; cultural connections; midwest

Tess Porter
4
 

Foreigners in Japan, 1860-1861

Using the Project Zero Visible Thinking routine "What makes you say that?", students will examine Japanese artworks depicting Americans and other "westerners" in Japan to analyze Japanese views towards foreigners in the period after the signing of the Kanagawa Treaty (1854). The Kanagawa Treaty, the first treaty between the United States and Japan, ended a period of Japanese isolationism that had lasted for 220 years. Collection includes 21 woodblock prints from the years 1860-1861.

Keywords: commodore perry, matthew perry, treaty of amity and commerce, townsend harris, national seclusion, sakoku, millard filmore, edo period, treaty of amity and peace, harris treaty, inquiry strategy, foreigner, global perspectives

#historicalthinking

Tess Porter
24
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