Found 4,529 Learning Lab Collections
Take this collection, and make it your own by finding at least 5-10 more "space" objects and artifacts.
The collection allows students to investigate whether the Gilded Age was prosperous for everyone. By examining these images students will be able to decipher that not all people benefited during this time. They will be guided by the following supporting questions, 1) When was the Gilded Age and who coined that name?, 2) Why was there massive and rapid economic growth during this time?, 3) Did everyone benefit from the expansion of industrialization?
Joseph is the senator for Wisconsin who claimed there were communists working in the state department. Made numerous accusations and many believed him. J. Edgar Hoover is the head of the FBI from 1935 to 1972.
Tags: #NPGteach:Portrait;National Portrait Gallery;
a collection that gaves a glimpse about the basic aesthetic of the yearly 20's and 30's, the aesthetic of the modern century,luxurious, industrial and geometric.
These still pictures remind me of a motion picture. Which one? Click the question mark and take the quiz to see.
The purpose of this project to show my knowledge on 1920s - 1930s artifacts. To show my understanding of the most important artifacts and events of this era.
This collection serves as a preview for the third seminar session of the 2018 Smithsonian-Montgomery College Faculty Fellowship Program. This year's theme is “We the People: America’s Grand and Radical Experiment with Democracy.”
National Museum of American History curator Harry Rubenstein will take Fellows on a tour of the National Museum of American History’s new exhibition American Democracy: A Great Leap of Faith. He'll conclude with a special presentation of objects from the Political History collections.
"Blacks in the Westward Movement," "What Can You Do with a Portrait?" and "Of Beetles, Worms, and Leaves of Grass"
The premier (1976) issue of Art to Zoo contains three sections on three different subjects: the experiences of African Americans in westward expansion, the use of portrait art in the classroom, and the ordinary lawn as a habitat for plants and animals. Click the PDF icon to download the issue.
This collection represents a series of lessons associated with a set of three Hopper Paintings
This workshop is a collaboration between the Smithsonian Center for Learning and Digital Access, the Smithsonian National Portrait Gallery in Washington D.C., the School of the Arts, English and Drama - Loughborough University (UK) and Tate Exchange in London.
"Conversations Circles" is an ongoing free drop-in program for adults to practice their English and learn about American history and culture through the art of portraiture, that is designed and coordinated by the National Portrait Gallery and the DC Public Library.
During this particular workshop, the group that meets weekly at the National Portrait Gallery in Washington DC will be virtually joined by a group in London, that is already involved in a one-day storytelling workshop facilitated by researchers from Loughborough University as part of the Tate Exchange program.
Tate Exchange is an entirely new program for Tate Modern that explores how art makes a difference in society. Tate Exchange will occupy an entire floor of the new Switch House building of the new Tate Modern in London and also has an online platform for wider public engagement. The program runs from September to June every year and aims to open up the museum to new, more diverse audiences.
Loughborough University is one of the Associates that support Tate Modern to deliver this program.
More info on the program here: http://www.tate.org.uk/visit/t...
This folder contains a lesson concept, lesson materials, related Project Zero thinking routines, and some optional related / extension resources for a six-day middle school unit that explores Japanese-American internment and WWII government propaganda through Roger Shimomura's "Diary, December 12, 1941." This collection is intended for teachers and can be modified to fit a shorter or longer period of time. #SAAMteach
This 1988 issue of Art to Zoo introduces students to efforts on the home front during
World War II, as illustrated by media messages. Students take on a wartime persona by
writing a V-mail letter. Included is a facsimile of a V-mail form. Click the PDF icon to download.
This 1986 issue of Art to Zoo introduces the Golden Age of Radio. Students
write and produce their own radio shows and perform them for the class.
Click the PDF icon to download.
"Home and Away" is a digital storytelling workshop that enhances the 4Cs (Creativity, Critical thinking, Collaboration, Communication) and improves literacy in second-language learners. In this three-day workshop participants from Spain coming to Washington DC for an international exchange program with Oyster-Adams Bilingual School, supported by American students, will use museum objects as prompts to create videos of personal stories. No technical experience is necessary, but participants of all levels will:
- learn about the variety of resources available in the Smithsonian Learning Lab.
- experiment with storyboarding techniques for creative writing.
- learn how to record and edit an audio file.
- be supported in the selection of images and the production of a short video.
- reflect on the Digital Storytelling 5-steps process
- practice oral and written English language skills
- enhance identity through personal stories
- increase visual literacy through close looking at art
This workshop has been organised by the Smithsonian Center for Learning and Digital Access (SCLDA) in collaboration with Oyster-Adams Bilingual School.
Workshop facilitators are Antonia Liguori (Loughborough University, UK) and Philippa Rappoport (SCLDA).
This activity is part of “Storying” the Cultural Heritage: Digital Storytelling as a tool to enhance the 4Cs in formal and informal learning, a research project led by Dr Antonia Liguori, appointed as a Smithsonian Fellow with the Smithsonian Center for Learning and Digital Access (SCLDA) from March 1 to June 30 2018, and is funded by the Arts and Humanities Research Council UK under the International Placement Scheme.
-Why do you think it was so challenging for female pilots to become accepted? Compare the inclusion of women in aviation to other industries and fields.
-What role did the military play in the growth in the number of female aviators?
-What connections can you find between various female pilots and astronauts?
-Is being the "first" of something a political act? How do many female aviation leaders use their public voice?