Found 456 Learning Lab Collections
Using "See, Think, Wonder" and "Parts, Perspective, me", this collection explores how cultural shock influences the way artists see themselves or are perceived by others. The careful analysis of 100 Pounds of Rice by the artist Saeri Kiritani provides an opportunity for students to reflect on the similarities and differences with the novel Fear and Trembling by the Belgian author Amelie Nothomb. It also invites students to reflect on their own cultural identity.
Time- 1 or 2 class periods with optional homework and extension activities
- How do art and literature shape our understanding of cultures?
- What kind of knowledge about a literary text and about art do we gain when we compare and contrast them?
- How does language in art and literature represent cultural distinctions and identities?
In Fear and trembling, Amélie, who is the main character of this autobiographical novel, shares her struggles as a foreign employee in a big Japanese corporation where she is confronted with Japanese protocols and habits that are culturally new to her. In her story, Japanese culture is exposed through a foreign perspective. The aim of the collection is to bring a different perspective to our study, these of a Japanese women living in the US, in order to build a better intercultural understanding of the Japanese culture.
Students have read the novel Fear and Trembling and analysed the way Western and Japanese cultures are perceived by the different characters. They have explored how the autobiographical novel offers insights on the Japanese workplace culture and reflected on its limitations (a single story embedded in fiction). This teaching unit can be done without the comparative component of literature. It can also be adapted to any other literary work that explores the topic of identity.
Step 1: Have them do "See, Think, Wonder"individually with 100 Pounds of Rice by Saeri Kiritani. Do not show the caption to students yet. The "See, Think, Wonder" routine is good to help students pay attention to details and unveil the artist's choices. It also encourages them to initiate a first interpretation.
Step 2: Debrief as a whole group- Discuss the self portrait of Saeri Kiritani.
Step 3: Show the Saeri Kiritani 's youtube video
Once students have discussed the sculpture, show them the video and ask them to take notes on the new information the artist provides.
Next, go back and look at the sculpture and see how their understanding has shifted from their initial interpretation.
Step 4: Read the caption
Have students read the caption and answer the questions of the Design Thinking routine "Parts, Perspectives, Me". The routine encourages students to consider the various viewpoints of an object, its users, and stakeholders, and reflect on their own connections and involvement with it. It helps them connect with the perspectives taken in the novel as they are complementary, yet different. It also lead them to reflect on their own identity and prepares them for possible extensions to the activity.
Step 5: Debrief the questions as a group
Day 2 or Homework
Step 6: Have them write an individual synthesis:
- What did I learn about Saeri Kiritani self-portrait? Fear and trembling? Me?
- How do Saeri Kiritani and Amelie Nothomb express how they experience cultural differences?
- What are the similarity and differences between them? How does it impact your understanding?
Step 7: Debrief in pair or small group, then as a whole group
Step 1 - Once they have completed these activities, ask them:
- What material or fabric would better represent who you are? Why?
- What part of you would better represent who you are? Why?
Step 2 - Debrief in group - reflect on the idea of cultural stereotypes: what role do cultural stereotypes play in the construction of self-identity? To what extent do cultural stereotypes limit or facilitate self-identification? Identification of others?
Step 3 - Have them sculpt their self-representation with the material of their choice.
Step 4 - Exhibition and presentation of the creative process.
This collection complements teaching The Great Gatsby using the lens of economics. Informational texts provide foundation for questions like: why should we care about economic inequality?
This collection contains a selection of artworks related to the themes of conflict, identity, and place. Teachers can use these artworks for a variety of purposes; here, we use them as a catalyst for discussion, with an extended version of Project Zero's See, Think, Wonder thinking routine. In small groups or as a classroom, have students select one artwork they find meaningful or interesting and discuss the following:
- Why did you pick this artwork?
- What do you see? Name specific aspects of the artwork you notice.
- What do you think about what you see?
- What does this artwork make you wonder?
- Optional: How might the artwork connect to the themes of conflict, identity, and place?
This Smithsonian Learning Lab collection contains artwork selected by Phoebe Hillemann, Teacher Institutes Educator at the Smithsonian American Art Museum, featured in the 2019 Smithsonian American Art Museum Summer Institute for Teachers, "Teaching the Humanities through Art."
These artworks serve as foundational museum resources in lesson concepts that are accessible by searching the Smithsonian Learning Lab with the hashtag: #SAAMTeach.
Students will explore these sources to spark inquiry and investigation about how the Civil War impacted American society.
- Students can complete the sorting activity to categorize the images.
- Students should select one source they find most intriguing and generate questions about the source and its related topic by completing the quiz question.
This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during the presentation. The collection models how digital museum resources can be leveraged to support critical thinking and deeper learning for high school Ethnic Studies curricula. The collection can be copied and adapted for use in your own classroom.
Texas Association for Supervision and Curriculum Development Ignite 19 Conference: Transforming Curriculum with Technology (June 2019)
Smithsonian educators are initiating a collaborative education program with Texas curriculum developers and local museums to develop instructional materials relevant to K-12 Humanities and Ethnic Studies. The Smithsonian Learning Lab platform allows users to create and share locally relevant digital resources both in classrooms and with a growing network of educators across the country. Learn more about how you can leverage digital resources from the Smithsonian and your local museums for increased access and impact.
This collection was co-created with Ashley Naranjo. This program received Federal support from the Latino and Asian Pacific American Initiatives Pools, administered by the Smithsonian Latino Center and the Smithsonian Asian Pacific American Center.
Significant persons and events from Virginia History are told through U.S. Stamps. Discover the history of the Old Dominion.
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 was designed to enable students to reflect deeply on their understanding of local and global human impacts on the planet and how they can inspire others to care about/collectively work to solve one of these issues. Students will use Project Zero Thinking Routines to examine various pieces of environmental art before they create their own visual call to action focused on the environmental issue that they care most about.
Global Competency Connection:
- This project was designed to be the culminating project in a high school Environmental Science class, thus it is the expectation that students have “investigated the world” as they explored environmental and social issues throughout the course.
- This project will incorporate a level of choice as students “communicate their ideas” on the environmental issue that resonated most with them.
- As a part of the project, students will share their campaigns with their teachers, peers, and families, and through this awareness raising thus “take action” on issues of global significance.
Using the Collection: A detailed description of daily activities can be found within the "Lesson Sequence" document. Additionally, notes regarding the use of each Project Zero Thinking Routine are documented as annotations within each individual Thinking Routine tile and provide specific instructions on how align these routines with this collection.
#GoGlobal #ProjectZero #EnvironmentalScience
Understanding Haitian Culture though Art
This lesson will support teaching Haitian traditions and culture through the Frost Art Museum collections. It will also provide a look into cultural identity, Haitianite supported by research conducted by two FIU faculty members . The PowerPoint will expand on Haitian history and the notes will add talking points. The Miami Dade County Public School lessons support various investigations from the past to the present.
Connections to the Polish Black Virgin demonstrate the spread of culture and religious beliefs that traveled as countries were conquered.
Diverse living organisms fill our planet with beauty and wonder. Plants, animals and many other creatures may seem to exist on their own, when in reality they are interdependent with the world that surrounds them, living and non-living. Co-existing with other plants, animals, and man, each living organism is part of a grand, intricately woven web and system that allows for the flow of energy, food and life. Producers, consumers, predators and prey play vital roles in sustaining life on Earth. This collection provides the opportunity to consider how each organism affects others. A Harvard University Project Zero routine has been included.
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. #cgmd19
This is a master collection designed to be copied and adapted to your individual classroom needs. Included are three scalable student activities that teach students engineering skills using methods similar to those that made the Wright brothers pioneers of aviation. Feel free to pick and choose from the activities in creating your own collections:
1. The Four Forces of Flight
In this student activity, students will briefly go over the four forces of flight (lift, drag, weight, and thrust) and put them to the test in the Paper Airplane Challenge! This activity is suitable for Primary/Intermediate grade levels.
2. Engineering the Wright Way
The second student activity is an online interactive, "Engineering the Wright Way"*, where students will develop engineering skills to design and test all the different components of an airplane based on the the Wrights' methodology. Students can write down a save code generated in the interactive to store their progress and return to finish the activity later. This activity is suitable for Intermediate/Middle grade levels.
3. Take a Wright Flight
The third student activity is an online flight simulator to learn three controls of flight: yaw, pitch, and roll. The final segment is an online interactive** to test fly the original Wright Flyer in conditions similar to that cold December morning when the Wrights first achieved flight, using direct 3D scans of the original Wright Flyer made by the Smithsonian. This activity is suitable for all grades.
*The "Engineering the Wright Way" lesson plan and activity were created by the National Air and Space Museum, courtesy of the Alcoa Foundation.
**The Wright Brothers Flyer activity was created by the Smithsonian Center for Learning and Digital Access.
This is one of 5 activities used in the Lenovo Week of Service event.
Representation of Self and Others: Digital Storytelling As a Teaching Strategy in the Smithsonian Learning Lab
This Learning Lab collection was made to support university students in the Museum Education program at the University of Roma Tre to reflect on the use of digital storytelling as a strategy in the Learning Lab. During the three-day workshop, co-facilitated by Dr. Antonia Liguori (Loughborough University, UK, https://learninglab.si.edu/profile/24977) and Dr. Philippa Rappoport (Smithsonian Center for Learning and Digital Access, https://learninglab.si.edu/profile/212), participants will be introduced to both the Learning Lab and Digital Storytelling (DS) as platforms to explore the concept of representation. We will consider the curator’s voice, the artist’s representation of self and others, and the museum visitor's interpretation. We will also consider self-representation in social media and its place in the cultural and visual landscape of the 21st century.
We will explore two exhibitions; one in Washington, DC, and one in Rome, Italy. The Smithsonian's National Portrait Gallery exhibition, Eye to I: Self-Portraiture as an Exploration of Identity (https://artsandculture.google.com/exhibit/IgLygJNprGf3JA and https://npg.si.edu/exhibition/eye-i-self-portraits-1900-today) compels viewers to consider how self-portraits reflect an artist’s identity through what is revealed and concealed. The National Gallery of Modern Art's exhibition in Rome, Donne. Corpo e immagine tra simbolo e rivoluzione / Women: Body and Image between Symbol and Revolution, explores representations of the female body in the twentieth century, with a focus on the effects of World War II, Feminism, Freud, and a rapidly changing society.
Program participants will have the opportunity to consider how multiple voices and stories can be revealed depending on the creator and viewer/listener, and how these multiple perspectives can lead to a deeper understanding of an object or concept.
You will find in this collection:
- a short icebreaker activity using exhibition images to start shifting from a cognitive appreciation of art to a personal connection to museum objects;
- some examples of annotated objects that demonstrate the functionality of the Learning Lab;
- some examples of digital stories made by other educators during previous Digital Storytelling workshops 'embedded' in the Learning Lab;
- a description of the Digital Storytelling process, with templates for storyboarding and a few tips for audio and video editing;
- participants' digital stories;
- supplemental resources.
National Portrait Gallery colleagues Wendy Wick Reaves and Briana Zavadil White will discuss the exhibition, "Eye to I: Self-Portraits from 1900 to Today." They maintain that, as people are confronted each day with “selfies” via social media and as they continue to examine the fluidity of contemporary identity, this is an opportune time to reassess the significance of self-portraiture in relation to the country’s history and culture.
Resources included in this collection have been chosen by the presenters for participants to explore before the seminar itself.
People, Place and Time: How Art Reflects Culture - Caja De Memoria Viva II: Constancia Colón de Clemente by Adrián Román (
In this collection, designed for a Spanish-speaking classroom, students will explore how art reflects culture when analyzing “Caja De Memoria Viva II: Constancia Colón de Clemente” by Adrian “Viajero” Román. In this three-dimensional multimedia installation, the artist portrays a black Puerto Rican woman who migrated to the United States in the 1940s. This portrait allows the artist (in his own words) “ to embark on a quest to visually represent how precious our memories are and capture the dignity in the people’s struggle and validate their existence.” The collection includes a teacher's guide in English and suggested authentic resources both in Spanish and English to be adapted by teachers of multiple disciplines.
Students will observe and analyze this three dimensional work of art and they will describe both its exterior and interior. Students will create their own box to reflect their heritage and personal story or that of a Hispanic figure.
This collection is one of three that explore “People, Place, and Time: How Art Reflects Culture.” Products, practices and perspectives displayed in Latinx art, show how our place and history (past) influence who we are (present) and who we want to be (future) in geographical, social, economic, and/or historical contexts. In the three collections, Latin American works of art illustrate how culture shapes the way we see the world, others, and ourselves, and they also raise awareness about Latinx diversity.
The three collections were created by Marcela Velikovsky (Bullis School) and Vicky Masson (Christ Episcopal School) as part of the 2018 Smithsonian Virtual Teacher Curricula Creation Opportunity with the Smithsonian Center for Learning and Digital Access (SCLDA), and thanks to the Smithsonian Latino Center's Latino Initiative Pool Funds. The three collections highlight Latino history, art and culture,and use Harvard Project Zero Thinking Routines and Global Thinking Routines strategies.
The Smithsonian Learning Lab collections provide an opportunity to invigorate the World Language (Foreign Language) curriculum as it allows to effectively integrate online museum resources (authentic resources) towards a 21st century curriculum. They facilitate student-centered activities within a variety of themes such as, family and communities, personal and public identities, social values and customs, holidays and celebrations, immigration, ethnic groups, Hispanic Heritage, image and stereotypes, inequality and discrimination, global issues, religious practices, etc. They also provide the opportunity to analyze art, read portraiture, and investigate art media.
These collections also consider ACTFL standards (Communication, Connections, Comparisons, Communities and Culture), Asia Society Global Competence skills, the Sustainable Development Goals (Global Goals), Teaching Tolerance Social Justice standards, the Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence and Economic competitiveness, and Participate Global Competencies.
# National Portrait Gallery #The Outwin # Adrián “Viajero” Román # Caja de Memoria Viva II # Spanish # Puerto Rico # New York # Empathy # Inequality # Critical thinking # Curiosity # Heritage # Stories #LatinoHAC
-How are perceptions of beauty and creativity established?
-How do ideals of beauty and aesthetics influence daily life?
This collection was created by Vicky Masson.
#Spanish #Global Competence #Global Thinking Routines #Harvard Project Zero Thinking Routines
This lesson is inspired by Out of Eden Learn, the journey of Paul Salopek, and the idea that each person is an amalgamation of the people and events that came before them. These people and events include the nature of their birth, the lives of their parents, the experiences of their grandparents, the creation of the printing press, etc. The idea behind this lesson is, in its inception, to expose students to milestones in black history, and to use that rich history to challenge them to look into their past to see how they connect to larger events that came before them last week or even a century or millennia ago.
This lesson is especially crafted for Black History Month (though of course it can be used at other times) to have students from multiple ethnic backgrounds try to find a connection to the African American Experience in the United States. It removes students from an ethnic vacuum and asks them to see how the journey of others not like them has an impact on their, their family's and their country's history.
To begin your use of this collection please read the lesson plan at the beginning labeled Lesson Plan: Paths To Perspective. It is the full lesson for using this Learning Lab collection. You may use it in full or alter as you see fit for the needs of your class. It is by no means exhaustive, especially in terms of Project Zero ideas that can be used with the collection, but it is a good starting point for how to use this material in class.
Use these pictures to help your child make careful observations of their world and use words to describe what they think and wonder about. This collection is meant to stimulate curiosity and develop vocabulary with the youngest learners. There are conversation starters among the images, but be sure to let the child's interest and your own questions drive the discussion.
Combine these images with real-world examples from your child's books, toys, or your own community. If you're interested in learning more about an individual image, click on the "i" icon located in the top left to view the museum description.
This has been adapted from the Project Zero's “See Think Wonder" Visible Thinking routine, meant for exploring works of art and other interesting things.
A free printable version is included at the end of the collection.
In this collection, you will examine artifacts, paintings and text that gives you a window into the life of enslaved people of the US during 1700s and 1800s. I created this content as a way for my 4th grade students to dig deeper in their understanding of enslaved people beyond what our textbook provides. The students are asked to take meaningful analysis of the artifacts and to consider what further inquiries they have.
While you navigate through this collection, consider:
See Think Wonder Thinking Routine
- What do you see?
- What do you think?
- What do you wonder?
Main, Side, Hidden
- What is the main story?
- What is the side story?
- What is the hidden story?
Unveiling Stories Thinking Routine
- What is the main story?
- What is the human story?
- What is the world (issues) story?
- What is the new story?
- What is the untold story?
This collection is designed to help educators bridge the classroom experience to a museum visit. It is intended to demonstrate various ways to use the Learning Lab and its tools, while offering specific, replicable, pre-engagement activities that can simply be copied to a new collection and used to help students engage with museum resources.
- Section 1: a set of flashcards, a template document so that teachers can create and print their own specific sets, and strategies for their use in their classrooms.
- Section 2: a variety of student activities and resources to explore artist Luis Cruz Azaceta's "Shifting States: Iraq," a metaphorical representation of the unrest taking place in Iraq, and more broadly, an exploration of the human condition during times of crisis. This section includes an image of the work from the Smithsonian American Art Museum, an explanatory video with curator E. Carmen Ramos, two Thinking Routines - "See, Think, Wonder" and "The 3 Y's" - from Harvard's Project Zero Visible Thinking and Global Thinking materials, and an array of prompts and Learning Lab tools to help students think critically and globally.
- Section 3: a short assignment to get participants started using the Learning Lab.
- Section 4: spacer tile template to serve as chapter headings in longer collections.
This collection is adapted from a teaching collection on the same theme (Luis Cruz Azaceta's "Shifting States: Iraq" ( http://learninglab.si.edu/q/ll...), that includes extension activities. It was created for the 2019 cohort of the Smithsonian-Montgomery College Faculty Fellowship Program on the theme, "The Search for American Identity: Building a Nation Together," - the subject of the Montgomery College - Smithsonian 2019 Fellowship program.
This collection explores the unique forms of storytelling found in choreography and portraiture. It demonstrates examples of artists that communicate universal narratives and express diverse perspectives without words. Photographs of war veterans by Louie Palu and the veterans’ experiences of post-traumatic stress disorder (PTSD) inspired the featured dance. Students can watch a video interview with the choreographer, Dana Tai Soon Burgess, and answer guided questions from Project Zero's "Claim, Support, Question" thinking routine.
This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center.
Tags: dance, dancing, choreography, Post-Traumatic Stress Disorder (PTSD), narrative, interpretation, analysis