Music was an important element in the life of Native Americans. It was created through voice and instruments. The combination of voice and sound was quite elaborate and was created to be used for ceremonies, entertainment, relaxation, and healing. Featured within this collection are musical instruments of several Native American groups. The groups featured are the Cheyenne, Seneca, Hopi, Sioux, and Iroquois. The instruments span from the 18th-20th century. Three different classifications of instruments are featured within the collection. The classifications are idiophones(rattles), Membranophones(drums), and aerophones (flutes) and are organized respectively. The purpose of this collection is to provide a visual comparison of similar instruments among tribes in different geographical regions. The instruments display the similarities in craftsmanship and use of natural material among the various groups. Most of the materials are organic in origin (composed of carbon) and include seeds, wood and animal components. The instruments vary to some degree as far as adornment, but the instruments within their classification serve a similar function and produce a similar sound. As previously mentioned, the music produced by these instruments in combination with voice was intricate. Although the sounds created with the instruments were similar, each of the Native Americans groups created a sound that was unique to their region.
Charles Russell brought the west alive with his paintings and sculptures of western life. His authentic depictions of Native Americans allow the viewer to appreciate the dress and life of the plains Indians. Also skilled in sculpture, Russell depicts cowboys and wildlife in action settings. This lab provides samples of Russell's best work.
This collection highlights the Creative Questioning thinking routine from Project Zero. Students will watch a video clip about the Great Wall of China and generate questions they have about the topic. Then, they will use the question starters to improve and expand upon their questions. Finally, they will choose one of their questions as the starting point for further research.
tag: Great Wall, China, military, inquiry
1. What did members of the Black Panther Party look like?
2. How did the Black Panther Party help their communities?
3. How was the Black Panther Party viewed by those outside the group?
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
Collection of Political Cartoons from the late 1800s/early 1900s (Mostly Imperialism)
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.
Perhaps the most famous of the Indian boarding schools created in the late 19th century, the Carlisle Indian Industrial School in Pennsylvania was founded by Captain Richard Henry Pratt (with funding and support from the United States government), with the purpose of assimilating (or Americanizing) Indian students.
Student will use archival materials to explore student life at Carlisle Indian School and to evaluate assimilation policy as practiced through the school. What was gained and lost through the process of assimilation?
Using these resources as a starting point, users should research one former Indian student or one aspect of student life using the Carlisle Indian School Digital Resource Center. Many student files record not only experiences that occurred while at the school, but information about occupations and life after the boarding school experience. Were students and families able to shape positive experiences despite the intended consequences of boarding school policy?
Students should create a writing or artwork that reflects information learned about that particular student or activity and that shares the learner's opinions on assimilation policy and the response of Native Americans. How should the Carlisle Indian School be remembered?
Tags: Native American, Indian, boarding school, assimilation, Pratt, Dawes Act, Jim Thorpe, allotment
Themes: culture, ethnicity, holidays, celebrations, animal vessels, still life (especially table settings)
Ancient Cultures: Egypt, China, Greece, Rome, Mali
This collection of artifacts, photographs, texts, and historical markers is intended to help students explore the history of the Mormon religion in America.
Each of these items is intended to spark inquiry, following the process below:
- Students should choose one artifact on which to focus.
- Have them use the artifact analysis PDF (last resource) to begin their study of the artifact.
- Next, have students generate questions about the artifact? What do they wonder about? What does it tell them about the Mormon religion or its history within the United States?
- Have students complete some general research on their artifact that will help their classmates piece together the story of the Mormon experience.
As a collaborative project, students should use the PBS Forced Migrations map/timeline as a model for a class map/timeline of their own.
- Project an image of the map on a class whiteboard or create your own basic outline using large paper.
- Have each student present their research findings. The main questions they should answer are: What does it represent about the Mormon experience? Where would the artifact they chose be placed (geographically and in terms of chronology)?
- Students should then place place their image on the map with significant dates noted.
- After all groups have presented, review the narrative of the Mormon experience with the class. What would they identify as critical moments in Mormon history? What questions do they still have?
Did you know that quilts are also historical artifacts? Use this collection to learn more about how curators investigate quilts to learn about their origins, and then explore a variety of different quilts that tell us important things about the time in which they were made and the crafters who made them. Finally, make your own quilt depicting an important historical moment.
tags: quilt, craft, activity, review
Go through the character sketches and renders from the animated feature "Bugs!" and guess what personalities the characters portray based on pose, shape, and expression. Then, using scientific illustrations from the National Museum of Natural History as reference, create your very own insect character in the Sculptris software.
This is one of 5 activities used in the Lenovo Week of Service event.
Charles Messier was an eighteenth century astronomer whose specialty was searching for comets. He observed at an observatory atop the Hotel Cluny which was financed by the French Navy.
At the turn of the nineteenth century, astronomers using basic telescopes recorded the existence of an amazing collection of nebulae. These appeared as different types of fuzzy gray material. At that time, technology did not exist to separate the nebulae into different categories. This mini lab has selected representative types of each nebulae and the characteristics of each.
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.
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?
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.
Sonia Sotomayor was the first Latina justice appointed to the U.S. Supreme Court. This collection was created for the Learning to Look workshop for teachers offered @NPG. The collection is intended to enhance a unit in which students will read excerpts of My Beloved World, the autobiography of Sotomayor, and Facing the Lion, the autobiography of Joseph Lekuton. The students will compare common values in both autobiographies. The activity described in this collection will help students understand Sotomayor as a person and also infer what values she is expressing in portraits.
Learn how animals have external structures that function to support survival and behavior.
In this activity, you will explore the Yup'ik gut parka, a type of garment created from the intestines of sea mammals to protect sea hunters from wind, rain, and stormy seas. The Yup'ik, native to Alaska and coastal Canada, used these not only for hunting but also spiritual occasions, such as religious ceremonies. The gallery includes: two parkas, one for hunting and one for ceremonies; a map of the geographic boundaries of the Yup'ik before the arrival of Euro-American settlers; and a video of modern Yup'ik discussing the traditional process of creating these garments and the importance of conserving and continuing this tradtion today.
Many modern Native Alaskans share their cultural traditions through dance, textiles, song and art. As you watch each of the three short videos, think about the following questions:
1. What do you see?
2. What do you think about that?
3. What does it make you wonder?
This is introductory information for Jean-Michel Basquiat's "Horn Players" from 1983.
This collection was created in conjunction with the National Portrait Gallery's 2017 Learning to Look Summer Teacher Institute.
TAGS: #NPGteach, portrait, learning to look, National Portrait Gallery, jazz, Gillespie, Charlie Parker, Basquiat, AP Art History