Found 396 Learning Lab Collections
This collection was made for a hands-on workshop organised by the Dresher Center for the Humanities at UMBC as part of the Inclusion Imperative Program.
During the workshop UMBC faculty and graduate students have the opportunity to learn some of the key elements of digital storytelling focused on questions of inclusion and justice.
They will practice storyboarding and editing audio/visual materials as well as discuss how narrative structure and modes of storytelling vary in the diverse culture contexts in which we work and live.
1. How are Native American groups defined by cultural practices?
2. How does the environment impact the culture of the people living in a region?
In this collection, students will analyze, compare, and contrast the similarities and differences of the cultures of Native American groups living in the northwest and northeast regions with a focus on food, crops, and natural resources, understanding how the environment influenced the cultures and traditions of Native American people.
American Indian Essential Understandings (Written by the National Museum of the American Indian Native Knowledge 360 https://americanindian.si.edu/...):
1. Culture is a result of human socialization. People acquire knowledge and values by interacting with other people through common language, place, and community. In the Americas, there is vast cultural diversity among more than 2,000 tribal groups. Tribes have unique cultures and ways of life that span history from time immemorial to the present day.
- There is no single American Indian culture or language.
- American Indians are both individuals and members of a tribal group.
- American Indians share many similarities with other indigenous people of the world, along with many differences.
2. For thousands of years, indigenous people have studied, managed, honored, and thrived in their homelands. These foundations continue to influence American Indian relationships and interactions with the land today.
- The story of American Indians in the Western Hemisphere is intricately intertwined with places and environments. Native knowledge systems resulted from long-term occupation of tribal homelands, and observation and interaction with places. American Indians understood and valued the relationship between local environments and cultural traditions, and recognized that human beings are part of the environment.
Time: 3 class periods
Anticipatory set: Begin by viewing the “Food and Cultures Video” from the Pacific Northwest History and Cultures online lesson. Students should use the “Add 1” thinking routine after viewing to note the important take aways. After discussing, students can make a connection to their own cultural practices by writing about the foods they eat in their cultures.
Looking closely: Students can then read the essay written by Shana Brown to extend their understanding about the connections between foods and culture. Students should annotate the article using post-it notes to record connections, challenges, concepts, and changes to their thinking. They can then place them on a class 4 C’s poster to share out their learning during discussion. Students should explore the three case studies, using the annotation tools while they read to look closely at objects, images, and quotes. They can use the student handout to complete a case study analysis and support a claim that “Salmon is important to Native Peoples and Nations of the Pacific Northwest” with evidence from their exploration. Students can then read “People of the Potlatch” and represent the cultural practice of the potlatch with the “Colour, Symbol, Image” thinking routine.
Anticipatory set: Assign students sections of the Haudenosaunee Thanksgiving Address to read aloud. When students have read the address, have them complete the “Step Inside” thinking routine about giving thanks from the perspective of a Haudenosaunee American Indian person.
Looking closely: Students can read excerpts from the “HAUDENOSAUNEE GUIDE FOR EDUCATORS” with a focus on “Who are the Haudenosaunee” and “The Relationship to the Natural World,” and/or the “Celebration of Native American Food” article and create headlines for the most important information for each or all selections. When finished with the readings, students should complete the claims and evidence organizer to identify which foods were important to the Haudenosaunee people based on evidence from the text.
Anticipatory set: Students should work together complete a Venn Diagram sort to compare and contrast Northwest and Northeast cultural practices/foods as review.
Looking closely: Students will construct a compare and contrast writing explaining how the environment influenced the culture of American Indian people of the Northwest and Northeast regions using evidence they have gathered to support their thinking.
American Indian Nations: Kwakwaka’wakw, Haudenosaunee, Cayuga, Mohawk, Oneida, Onondaga, Seneca, Tuscarora
This teaching collection is designed to be used in the Frost Art Museum's "Exploring Latinx Artists from the Frost Art Museum Collection" workshop on November 6, 2018, to guide participants in a looking activity and to demonstrate the range of tools available in the Learning Lab.
It is adapted from a teaching collection on the same theme (Luis Cruz Azaceta's "Shifting States: Iraq" http://learninglab.si.edu/q/ll...) , which aims to help students think critically and globally using two Thinking Routines to explore the painting. The work is a metaphorical representation of the unrest taking place in Iraq, and more broadly, an exploration of the human condition during times of crisis.
Included here are an image of the work from the Smithsonian American Art Museum, an explanatory video with curator E. Carmen Ramos, a contextual video featuring the artist himself, three suggested Thinking Routines - "Colors, Shapes, Lines," "The 3 Y's," and "Headlines" - from Harvard's Project Zero Artful Thinking and Global Thinking materials, three other works by Azaceta in the Smithsonian collections, and an array of prompts and Learning Lab tools.
For use in Social Studies, Spanish, English, American History, Art History classes
This program received Federal support from the Latino Initiatives Pool, administered by the Smithsonian Latino Center.
This Learning Lab uses interactive virtual tours, videos, images, and much more to Celebrate the Rich Cultural History of African American History in honor or Black History Month.
Students can explore this Learning Lab independently. Learning exercises and worksheets have been provided to help enhance the exploration of the content for the NMAAHC Black Superheroes
Wakanda Learning Lab is this? #SJ2019LP
View selected prints of different places, then discuss:
- What is the first thing you notice?
- What do you believe is special about this place?
- How did the artist use composition to highlight what is special?
Choose one print to examine:
- What kinds of lines, patterns or textures did the artist use?
- How did the artist use tools to create areas of light and dark?
Apply in your own work:
- What makes a place special or meaningful to you?
- What clues will help capture the uniqueness of your special place?
- Draw a picture of a special place using foreground, middle ground, and background. Use a variety of lines and cross hatching to create texture and value.
- Sketch your special place, then transfer the design to a soft rubber printing plate. Using a lino cutter, outline the major areas and cut away areas that will remain light. Use a variety of lines and cross hatching to create areas of light and dark in the prints. Ink your printing plate and pull several prints.
- Create a painting of a special place using foreground, middle ground, and background. Mix tints and shades. Use color to communicate an emotion linked to your special place.
Meet the politicians, reformers, inventors, authors, soldiers and others who shaped the course of American history from the colonial era to the end of the Civil War. Students will analyze portraits to learn about the diverse and significant contributions to American society made by individuals in the Portrait Gallery’s collection.
The Angel Island Immigration Station operated as one of the immigrant induction processing centers for the Western United States from 1910 to 1940. The following activities will help learners explore the experiences of the various immigrants that were detained at Angel Island and the process they endured in their attempt to gain access to America.
Upon completing the lesson, students will be able to:
- Use rhetorical thinking to analyze a poem.
- Analyze the perspective shared in a poem, a primary source document.
- Engage in a "Text Talk," by coming to a discussion prepared after annotating a poem.
Taking a great portrait is more than just taking a quick snap of a face. It requires thoughtful contemplation and a variety of choices by the photographer. This is a collection of photographs that illustrate various principles of portrait photography: angles (eye-level, high angle, low angle, and bird's eye), light and shadow, framing, and shot length (long-shot, medium-shot, close-up, & extreme close-up); As well as mood--capturing a feeling or emotion in a photograph; scale--how big or small subjects look; and sense of place--capturing the feeling of a place. Click into each photo and on the "paper clip" annotation icon to read more information and complete challenges.
Tags: portrait photography, decision-making, self-determination, student empowerment, disability, All Access Digital Arts Program
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
IMPORTANT: Click on the "i" for information icon and the paperclip icons as you move through the collection.
All Access Club Explores the Microscopic World. If you cannot see something, does that mean that it is not there? Nope! Just lurking under the surface of common, everyday objects is an entire world that we normally cannot see. People just like you can use microscopes to discover things that need magnification in order to view. The collection is part of an activity series that explores this mysterious microscopic world.
EDUCATORS | For the LESSON PLAN of the original "Through the Lens of Curiosity" << CLICK HERE >>
In this collection you will:
- Find out about the world through the use of microscopes and magnifiers
- Take on the role of detective as you embark on a quest to solve 5 mysteries -- by making observations about up-close objects and reading clues, can you figure out what the whole object is?
- In the game A Part of the Whole, use your power of observation to consider the structures and functions of up-close objects to guess what they might be. Again, you will look at part of an object--photographed up-close--to guess at the whole.
If it is possible to set-up a hand's-on experience with microscopes along with the online activities -- the tactile portion will enhance the online activity. Teens can also view a video about scanning electron microscopes by a young scientist in the 'extension section'.
Keywords: 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
All Access Digital Arts Camp (plans and activities for teens with cognitive and intellectual disabilities)
SCLDA's All Access Digital Arts Program (2012-2016) provided skill-building opportunities in digital arts and communications, creative expression, and social inclusion to a spectrum of teen learners in the Washington, DC metro area. Participating youth visited Smithsonian science, history, and art museums, created digital and physical artworks based upon a tailored curriculum, engaged in social interactions online and in-person, gained digital literacy skills, and developed friendships with other teens.
Through once-per-month club outreach activities and summer intensive camps and workshops, students were exposed to communication, collaborative learning, research, and problem solving. The program served up to 20 youth per session, ages 14 through 22 with cognitive and intellectual disabilities. The youth experienced skill-building, leadership opportunities, and social integration through Smithsonian resources, socialization opportunities, and computer skills. Youth participated in 1.) One- and two-week multi-media digital arts workshops whose outcome was student-produced artworks, songs, and movies that were shared with family and friends at openings and online via a social network; and 2.) club activities--to build upon skills developed during the summer, and maintain social connections.
At the Access Summer Camp workshops, teens learn to tell their own stories through digital arts and media. They focused on a specific story to tell based upon their interests. Content for their artistic self-expressions took the form of printed digital portraits and “sonic self-portrait” digital music compositions, as well as documentary iMovies. Teens toured Smithsonian museums, visited exhibitions and interviewed curators and educators, as well as conducted internet research. Teens ate lunch together and socialized during game breaks. Volunteers worked with teens to provide individual supports and facilitate the experience. Smithsonian educators and neurotypical teen youth mentors guided Access teens to edit their content using photo, sound, and movie editing software. The movies, portraits, and songs premiered at the Hirshhorn Museum’s ARTLAB+ for family and friends, with teens themselves providing introductory remarks for their artworks. Each teen received a certificate of completion, a digital copy of their artwork, and a framed self-portrait. An evaluation session on the final day of the workshops allowed teens to express their thoughts to the workshop organizers.
How do contemporary artists grapple with the under- and misrepresentation of certain minorities in portraiture and American history? Participants will explore the newly unveiled portraits of President Barack Obama by Kehinde Wiley and former First Lady Michelle Obama by Amy Sherald and discuss how these artists are looking to the past to paint the present. After close reading these images, participants will consider how artists Ken Gonzales-Day and Titus Kaphar, in the exhibition “UnSeen: Our Past in a New Light,” uncover voices previously unheard.
Martin Luther King Jr.’s fight for equality did not end with the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. In his last years, King’s focus shifted toward achieving economic equality and combating poverty in the United States, denouncing the United States’ involvement in the Vietnam War, and contending with the rise of The Black Power Movement.
This Learning Lab highlights documents, images, objects, and media from the National Museum of African American History and Culture and other Smithsonian units that help to tell the story of Martin Luther King Jr.’s final years, his assassination, and his enduring legacy.
Keywords: nmaahc, Martin Luther King Jr, MLK, Jr., African American, civil rights, last years, Chicago, Vietnam, poverty, Poor People's Campaign, Resurrection City, Memphis, assassination, legacy, Coretta Scott King, Reverend
This Learning Lab Collection is designed for students who are studying Korean. Students will explore Korean art from the Freer collection, and learn more about Korean culture, history, and tradition by using artworks. Through the exploring art and learning Korean process, student will develop a greater understanding of the unique aspects of Korean culture and the structure of Korean language.
Keywords: Korean, Language, Art, Culture, Tradition
This Learning Lab Collection is following Virginia Department of Education Standards of Learning for World Language: Non-Roman Alphabet Language for character-based language. Click here to find more information (p. 29-46)
Level 1: Students begin to develop communicative competence in the target language and expand their understanding of the culture(s) of the people who speak the language.
Level 2: Students continue to develop their communicative and cultural competence by interacting orally and in writing with other speakers of the target language, understanding oral and written messages in the language, and making oral and written presentations in the language.
Level 3: Students communicate on a variety of topics at a level commensurate with their study, using structures that are more complex in the language and moving from concrete to more abstract concepts in a variety of time frames.
Level 4: Students continue to develop their communicative and culture competence in the interpersonal, interpretive, and presentational modes of communication.
Level 5: Students are able to exchange and support opinions on a variety of topics related to historical and contemporary events and issues at a proficiency level commensurate with their study.
The Goryeo period (918-1392) is referred to as Korea’s age of enlightenment, when arts and cultures flourished under the patronage of the Goryeo aristocracy. Buddhism was the official state religion, which Buddhist temples and members of the royal court committed a huge portion of their resources to the practice of faith and to the creation of ritual implements and artworks as expressions of devotion.
Tremendous ceramics, lacquer wares, Buddhist paintings and sculptures, illustrated manuscripts, and metal crafts in Buddhist symbols and motifs were made during this period. The Goryeo period is widely known as the jade-green glazed, graceful shape, elegant floral motifs and decorative inlaid design celadons to the Western culture.
This Learning Lab Collection is created for Summer Institute for Educators, Discovering Korea's Past: Interdisciplinary Connections.
Keywords: Korea, Goryeo, Celadon, Buddhism, Inlay, Jade-green, Glazed, Ceramics
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.
Allow small groups to "look/think/wonder" about a mask image: Look and describe what you see. Based on what you see, what do you think the mask is for? What do you wonder about the mask (or want to learn about the mask)? Then allow students to click the Information button to learn more. Groups can report out to the whole class.
Facilitate a discussion with students using some open ended questions:
- Why do people make and wear masks?
- What can be hidden or revealed using a mask?
- What might a mask symbolize or stand for?
- If you were to design a mask for a special purpose, what would it look like?
Direct students to sketch their ideas to plan for creating a mask.
The theme of TIME can be explored in art using key concepts throughout the semester or year. Explore various concepts related to the idea of TIME by playing the Connections Card Game. The mind maps made after playing the game can be used as a reference throughout the course.
- Download and print images on card stock (resource attached to this collection). Create multiple sets for small groups to play the game.
- Print Key Concept Cards (resource attached to this collection)
- Take turns choosing a card and connecting it to a key concept by placing it near an appropriate Concept Card.
- Defend choice with evidence in the image.
- After all cards have been played, students make inferences about how people experience, measure or represent time.
- Small groups collaborate to draw a mind map to illustrate their ideas.
- Present maps in a "Carousel Interview." One group member stays with the mind map to answer questions; other group members visit tables to explore mind maps and ask questions.
- Return to original group. Encapsulate overarching ideas and record them on your group's mind map.
Clarice Daley served as a nurse in the First World War (1914-1918) with the Australian Army Nursing Service.
Keywords: women, history, military,
Trevor Paglen: Sites Unseen combines the disciplines of art, science, and investigative journalism to bring unseen and, at times, unsettling elements of our contemporary world to light. Zooming outward from personal, to local, and finally global implications of this work, participants will work collaboratively to identify extensions and troubleshoot any challenges of this content for the classroom.
All Grade Levels
Considering the growing popularity of the graphic novel, could they be a venue for your students to explore and express identity? This collection offers interactive activities that incorporate building the structure of comic book and graphic novel pages. Utilizing the special exhibition Eye to I: Self-Portraits from 1900 to Today, this workshop takes a close look at self-portraiture as a means of exploring identity. The ideas here were presented by Sean Murphy, art teacher at Samuel Tucker Elementary School, in Fall 2018 and Spring 2019.
- Industrial Revolution, in modern history, the process of change from an agrarian and handicraft economy to one dominated by industry and machine manufacturing. This process began in Britain in the 18th century and from there spread to other parts of the world. Although used earlier by French writers, the term Industrial Revolution was first popularized by the English economic historian Arnold Toynbee (1852–83) to describe Britain’s economic development from 1760 to 1840. Since Toynbee’s time the term has been more broadly applied.
This collection was created as an introduction to Korea and its culture by focusing on one object in the Freer/Sackler Museum. "Water dropper in the form of a duck." Interdisciplinary lesson for Media (information literacy, research skills), Art (calligraphy), and Music (children’s songs).