Found 6,299 Learning Lab Collections
Artists can abstract people and objects in many ways. Which methods of abstraction can you identify in these artworks?
- Fragment (or explode; break into pieces)
- Rearrange (move the parts around)
- Magnify (change the scale)
- Distort (change the shape)
- Morph (change into something else)
- Arbitrary Colors
Art making prompt: arrange some objects to draw. Then choose an abstraction method to create an artwork based on the objects you see.
This bilingual collection features activities, publications, and videos for middle and high school students as well as scholars and life-long learners on Central American archaeology and history through ceramics from 1000 BC to the present.
For thousands of years, Central America has been home to vibrant civilizations, each with unique, sophisticated ways of life, value systems, and arts. The ceramics these peoples left behind, combined with recent archaeological discoveries, help tell the stories of these dynamic cultures and their achievements. Cerámica de los Ancestros examines seven regions representing distinct Central American cultural areas that are today part of Belize, Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, and Panama. Spanning the period from 1000 BC to the present, the ceramics featured, selected from the National Museum of the American Indian's collection of more than 12,000 pieces from the region, are augmented with significant examples of work in gold, jade, shell, and stone. These objects illustrate the richness, complexity, and dynamic qualities of the Central American civilizations that were connected to peoples in South America, Mesoamerica, and the Caribbean through social and trade networks sharing knowledge, technology, artworks, and systems of status and political organization.
This collection features the past exhibition, Cerámica de los Ancestros: Central America's Past Revealed, a collaboration of the Smithsonian’s National Museum of the American Indian and the Smithsonian Latino Center.
This collection was designed by the Education Department of the Freer Gallery of Art and Arthur M. Sackler Gallery as a basic introduction to Japanese painting for educators. It is a collection of artworks from the museum's permanent collection that draw from a wide variety of formats, styles, media, and subjects that represent many of the major trends in Japanese painting. Each image includes key information about the artwork, as well as ideas for class discussion, lesson components, and/or links to resources such as videos and articles which provide additional information about the artwork. Feel free to copy the collection and adapt it to your own use.
Keywords: Buddha, Hokusai, Mount Fuji, watercolor, bodhisattva, Fugen, Sōtatsu, cherry blossoms, seasons, Genji, crane, emaki, byobu, kakemono, ukiyo-e, map, teacher, student, autumn, Japan, Japanese art, landscape, Edo period, Buddhism, Heian period, water, ocean, wave, boat, flower, insect, Muromachi period, river, surimono
This collection represents some of my personal favorites from the project to digitize more than 8,000 living specimens of the Orchidaceae family, in the Smithsonian Gardens Orchid Collection.
There are thousands (at the time of publishing) orchid specimens available here in the Learning Lab. Find your own favorites using this search.
Learn more in the Smithsonian Insider article, "See thousands of orchids in incredible detail in the Smithsonian’s newly digitized collection."
This bilingual collection of activities and videos can serve students grades K-5, music and world culture teachers, as well as middle and high school Spanish classes. Enjoy performances and interview with artists about Central American music traditions, including Salvadoran Chanchona music, Honduran Garifuna music, and Latin Punk Rock. Learn about the Sawdust Carpet traditions with artisans and about Central American Archeology with Dr. Alexander Benitez. See objects related to food, music, and celebrations from Latin America brought to the United States. Activities explore Central American geography, traditional Guatemalan Maya fashion, sawdust carpet traditions, and musical traditions.
Celebrating Central American Traditions was the Smithsonian Hispanic Heritage Feature Event on September 15, 2012. Participating Smithsonian units include: the Hirshhorn Museum and Sculpture Garden, the National Museum of American History, the Smithsonian Center for Education and Museum Studies, the Smithsonian Heritage Month Steering Committee, and the Smithsonian Latino Center.
The Central American Traditions Family Day is made possible by Univision. Additional support is provided by Ford Motor Company Fund. The program also received federal support from the Latino Initiatives Pool, administered through the Smithsonian Latino Center.
Esta colección bilingüe de actividades y videos le sirven a estudiantes en grados K-5 y maestros de música y cultura mundial. También les sirve a maestros de secundaria y preparatoria. Disfrute muestras e entrevistas con artistas sobre tradiciones musicales centroamericanas, incluyendo música chanchona salvadoreña, música garífuna hondureña, y punk rock latino. Aprenda sobre las alfombras de aserrín con artesanos y sobre arqueología centroamericana con el Dr. Alexander Benítez. Vea objetos relacionados a temas de comida, música y celebraciones traídos a los Estados Unidos por inmigrantes de Latino América.
Las actividades exploran la geografía de Centroamérica, tradiciones mayas de vestuario, tradiciones de alfombras de aserrín, y tradiciones musicales.
Este día de la familia de tradiciones centroamericanas era el evento de herencia hispana del Smithsonian el 15 de septiembre 2012. El Museo Nacional de Historia Americana, el Museo Hirshhorn y el Jardín de Esculturas, el Centro Smithsonian de Educación y Estudios Museológicos, el Comité Smithsonian de Administración del Mes de la Herencia, y el Centro Latino del Smithsonian forman parte de este día de la familia.
El día de la familia, Tradiciones de Centroamérica, es hecho posible por Univision. Apoyo adicional es proporcionado por Ford Motor Company Fund y también ha recibido apoyo federal del Latino Initiatives Pool, administrado por el Centro Latino Smithsonian.
This playlist on Labor Organizing in the U.S. is designed for self-guided learning with intermittent check-ins for high school age students. The learning tasks are divided over five days, designed for 30-35 minutes per day, and build on each other. However, students are able to work on this playlist at their own pace. They will engage with primary and secondary sources as well as visual, video, written, and audio texts. Students have the option to complete the tasks online by connecting through Google classroom or print PDF versions of each formative and summative assessments for work offline. By the end of the week, students will create work of art that represents work people are doing today to create change in a current social issue.
- Formative assessments are represented by a chevron (Learning Check In, Tasks, and Guides).
- Summative assessments are respresented by a circle (Quiz and Final Task).
- PDF versions of all formative and summative assessments are in the tiles immediately after the digital versions.
The guiding questions of this Learning Lab are
- What is visual art’s connection to historical events? Why is it important that we recognize these connections?
- What does studying art add to our understanding of historical events and time periods?
The goals of this Learning Lab are
- Bridge the gap in understanding between art analysis and historical analysis
- Explore the inherent ties between art pieces and their surrounding historical context
- Introduce the foundations of formal art analysis and develop close looking skills for visual art pieces
If you are new to Learning Lab, visit https://learninglab.si.edu/help/getting-started to learn how to get started!
Special thanks to National Museum of African American History and Culture (NMAAHC), the National Museum of American History (NMAH), Smithsonian Folkways, and the Smithsonian American Art Museum (SAAM) for inspiring this learning lab and for their resources.
Keywords: Portraiture, African American, American, Selma, Alabama, visual art, Civil Rights Movement, United States, visual literacy
I created this collection for families to do together while schools are closed. I will be making a collection a day while we are out of school. Today we will be exploring rain. The idea is for families to look at the items in the collection and consider what they see in the objects and paintings, what they think, and what they wonder. Families can also watch a free Brainpop video about weather, the water cycle and thunderstorms. Families can also read articles about rain, learn about how native peoples interact with rain, and listen to a read aloud in the hopes to keep families from feeling bored. At the end of the collection I have provided a few ideas for families about what to do next.
If you want to learn more about more about See Think Wonder you can click here to see a video of a teacher using the routine in her classroom.
Put the ARTS in STEM - From Egypt to South Africa, take a brief tour of the African Cosmos and have your students discover the intersection of Art and Astronomy in the southern hemisphere. Explore constellations only seen on the African continent. See why the Goliath beetle became a symbol of rebirth for the Egyptian scarab. Learn about celestial navigation by people and animals.
Create Your Own Constellation! Request Activity sheets for your classroom.
Submit your class constellations to our Student Gallery and be a part of your own school's online exhibition!
IMPORTANT: Click on the "i" for information icon and the paperclip icons as you move through the collection.
Have you ever wondered what's going on out there in the universe? Would you like to discover exciting things about planets, stars, and galaxies? Today, we will go on a GALAXY QUEST to EXPLORE THE UNIVERSE!
RATIONALE | Digital technology has transformed how we explore the Universe. We now have the ability to peer into space right from our homes and laptop computers. Telescopes, photography, and spectroscopy remain the basic tools that scientists—astronomers and cosmologists—use to explore the universe, but digital light detectors and powerful computer processors have enhanced these tools. Observatories in space—like the Hubble Space Telescope—have shown us further into space then we have ever seen before.
EDUCATORS | For the LESSON PLAN of the original "Galaxy Quest" << CLICK HERE >>
1. Process and save at least one digital image of a galaxy or space image (with caption)
2. Create a three-dimensional astronomy sculpture (galaxy or other space body, space alien, plant, animal)
3. Create a digital astronomy sculpture (galaxy or other space body, space alien, plant, animal)
4. Visit the Explore the Universe exhibition at NASM and identify Hubble parts (mirror, lens, spectroscope)
1. What a galaxy is
2. What a space telescope is
3. Learn how to open an image on the computer and process it
4. Socialize well in the museum setting
Tags: decision-making, self-determination, access, disability, accessibility, neurodiversity, special education, SPED, out of school learning, informal learning, cognitive, social skills, engagement, passion, creativity, empowerment, All Access Digital Arts Program
MicroObservatory is a network of automated telescopes that can be controlled over the Internet. In this collection, students will learn how they can control these telescopes themselves, using many of the same technologies that NASA uses to capture astronomical images by controlling telescopes in space. After gathering their very own images of space, students will learn the steps professional astronomers take to process the astronomical masterpieces so often seen from NASA, and then have the opportunity to create their very own!
In this collection, students will explore the life cycle of stars and learn about the connection between elements and space. They'll explore real data that provides evidence for the dispersal of several elements produced by the explosion of massive stars, specifically through the Cassiopeia A supernova. Then they’ll put their knowledge into practice by navigating the remains of the supernova in the online interactive “Journey through an Exploded Star.”
- The activity begins with “DISCOVER." The students will go through a series of slides, learning first how the visible spectrum of light is only a small part of the entire electromagnetic spectrum, about the different telescopes scientists use to view the electromagnetic radiation across that spectrum, and finally how they've used that data to form a composite view of our universe, specifically through a 3D model of the Cassiopeia A supernova.
- In the "EXPLORE" activity, students examine the 3D visualization of data, compiled by astrophysicist Tracey DeLaney, to understand how and why scientists study supernovas such as Cassiopeia A: to gain a comprehensive picture of the cosmos.
- The “PLAY” online interactive then takes the students on a first-person flight through the center of this exploded star. The interactive is split into two parts: The first part is a 2 minute guided fly-through, where Kim Arcand, project lead of the original 3D visualization found in the collection, explains the different forms of light and the elements that are traceable under those spectrums. The second is a free explore option, where students are able to manipulate the different spectrums by adjusting filters as they choose. Both parts of the interactive reinforce what they’ve previously learned within the collection about light across the EMS. This interactive works across browsers and requires no software downloads. Also included is a 360 video tour that works on mobile devices and Google Cardboard.
- Finally, three extension activities are included. The first allows students to take photographs using real MicroObservatory robotic telescopes located at Smithsonian Observatory sites in Cambridge, Massachusetts and Amado, Arizona to create their very own authentic astrophotographs. They’ll use specialized image processing software to bring out visual details from images of objects like the Moon, Sun, star clusters, nebulas, and galaxies. The second, "Recoloring the Universe," is a suite of resources that use astrophysical data to teach basic coding. The third resource, "How to Be a Scientist: Careers in Astronomy" highlights the career and data visualization work of astronomer Kimberly Arcand.
This online activity could be used to augment study about the forms of radiation light can take, learning about supernovae and what happens after a star explodes, as well as learning about some of the different careers in science that are available (astrophysicists, astrophotographers, engineers, and visualization experts). As with all Learning Lab collections, it is built to be freely modified and adapted to fit your specific needs.
Astrophotography: Student Activity in STEAM (Science, Technology, Engineering, Arts, and Mathematics)
This Learning Lab Collection introduces three themes from the Hokusai: Mad about Painting exhibition and provides works of art, classroom activities, and discussion questions associated with each theme.
Tags: #AsiaTeachers; Be a Reporter; customs; daily life; dragons; Edo; Great Wave; Hokusai; Japan; nature; New Year; personification; poetry; power; Project Zero; Mount Fuji; See Think Wonder; Step Inside; symbols; thunder; woodblock print
About the exhibition:
Hokusai: Mad about Painting
November 23, 2019–November 8, 2020
Freer Gallery of Art, galleries 5–8
The Japanese artist Katsushika Hokusai (1760–1849) is widely recognized for a single image—Great Wave Off the Coast of Kanagawa, an icon of global art—yet he produced thousands of works throughout his long life. Charles Lang Freer recognized the artist’s vast abilities before many other collectors, and he assembled the world’s largest collection of paintings, sketches, and drawings by Hokusai. In commemoration of the centennial of Freer’s death in 1919, and in celebration of the Summer Olympics in Tokyo in 2020, the Freer Gallery presents a yearlong exploration of the prolific career of Katsushika Hokusai. Works large and small are on view, from six-panel folding screens and hanging scrolls to paintings and drawings. Also included are rare hanshita-e, drawings for woodblock prints that were adhered to the wood and frequently destroyed in the process of carving the block prior to printing. Among the many featured works are Hokusai’s manga, his often-humorous renderings of everyday life in Japan. Together, these works reveal an artistic genius who thought he might finally achieve true mastery in painting—if he lived to the age of 110.
This collection starts with monarch butterflies and their migration. My hope was to remind the second graders about what they have already learned about monarchs.
Once the students' background knowledge is activated then the students can participate in the Tuning In activity. Students will analyze the art piece using the Harvard's Project Zero Thinking Routine: See, Think, Wonder.
Once the students have made their thinking visible then the class will find more out by learning about the art piece from the artist and learning about bird migrations. The students will engage in the Harvard Global Thinking Routine The 3 Ys.
To push the students beyond flying animals the Going Further section will expose the students to migrations of animals on land, air, and see. The students will end this section using the Thinking Routine Think, Puzzle, Explore. Students can then have time to research about animals on their own.
The Antelope Valley Indian Museum has been a public museum since 1932, but it has also been a homestead, a theater, a dude ranch, a Hollywood set, and an attraction. It is situated on 147 acres of desert parkland on the south side of Piute Butte in the Mojave Desert against a dramatic backdrop of Joshua trees and towering rock formations. The building’s unique architecture and creative engineering earned it a spot on the National Register of Historic Places, and the Native American Heritage Commission designated Piute Butte as a sacred landscape.
The museum exhibits over 3,000 objects, including many rare and outstanding objects from the Antelope Valley, California coast, Great Basin, and the Southwest. An important four way trade route developed in the Antelope Valley at least 4,000 years ago. The trade routes went west and south to the California coast, north to the Central Valley, northeast to the Great Basin (the desert east of the Sierra Nevada Mountains), and east to the pueblos in what is now Arizona, New Mexico, and Mexico. The trade route expanded and enriched the material and social resources available to Antelope Valley residents, allowing large villages to develop near the valley’s springs.
History of H. Arden Edwards
Howard Arden Edwards, a self-taught artist, was fascinated with the scenery around the buttes in the Antelope Valley. He homesteaded 160 acres on rocky Piute Butte and in 1928. With his wife and teenage son, he began construction of what was to be a combination home and showcase for his extensive collection of American Indian culture. A unique structure evolved: a Tudor Revival style building, decorated inside and out with American Indian designs and motifs, incorporating large granite boulders as an integral part of the building both inside and out. You actually climb upon these rocks as you go from picturesque Kachina Hall upstairs to California Hall. This unusual upper level housed Mr. Edwards' original "Antelope Valley Indian Research Museum."
History of Grace Oliver
Grace Wilcox Oliver, a onetime student of anthropology, discovered Edwards' property while hiking in the desert. She felt it would be a perfect setting for a personal hideaway. She contacted the owner with an offer to buy the property. Successful in these negotiations, she modified some features of the main building, added her own collections, and expanded the physical facilities on the property. By this time she had decided to open the entire structure as The Antelope Valley Indian Museum. Grace operated the museum intermittently through the 1940s, 1950s, 1960s and 1970s.
Becoming a State Park
Local support for the acquisition of the property by the State of California led Oliver to sell the land and donate the collection to State Parks in 1979. The museum has been designated as a Regional Indian Museum, emphasizing American Indian cultures of the Great Basin.
The Native Americans who lived in this area prior to the establishment of Fort Tejon are generally referred to as the Emigdiano. They were an inland group of the Chumash people. Unlike their coastal relatives, however, the Emigdiano avoided contact with European explorers and settlers, and were never brought into one of the missions or even incorporated into the Sebastian Indian Reservation. Once Fort Tejon was established, the Emigdiano often worked as independent contractors for the army, providing guides for bear hunts and delivering fresh fruits from their fields for sale in officers row.
In 1852, President Millard Fillmore appointed Edward F. Beale to the position of Superintendent of Indian Affairs for California and Nevada, and sent him to California to head off further confrontation between the Indians and the many gold seekers and other settlers who were pouring into California. After studying the situation, Beale decided that the best approach was to set up a large Indian reservation at the southern end of the San Joaquin Valley and to invite displaced Indian groups to settle there.
In order to implement his plan, Beale requested a federal appropriation of $500,000 and military support for the 75,000 acre reservation he had selected at the foot of Tejon Pass. Colonel Ethan Allen Hitchcock, commander of the Pacific Division of the U.S. Army, supported Beale's plan and agreed to set up a military post on or near the Indian reservation. The army was eager, in any case, to abandon Fort Miller (near Fresno, California) in favor of a more strategically advantageous site in California's southern San Joaquin Valley.
In August 1854, Major J.L. Donaldson, a quartermaster officer, chose the present site in Canada de las Uvas. The site was handsome and promised adequate wood and water. It was just 17 miles southwest of the Sebastian Indian Reservation, and it was right on what Major Donaldson was convinced would become the main route between the Central Valley and Southern California.
For almost ten years, Fort Tejon was the center of activity in the region between Stockton and Los Angeles. The soldiers, known as Dragoons, garrisoned at Fort Tejon patrolled most of central and southern California and sometimes as far as Utah. Dragoons from Fort Tejon provided protection and policed the settlers, travelers and Indians in the region. People from all over the area looked to Fort Tejon for employment, safety, social activities and the latest news from back east.