Found 38 Learning Lab Collections containing: freer
Created by the Education Department at the Freer Gallery of Art and Arthur M. Sackler Gallery in collaboration with Tess Porter, Smithsonian Center for Learning and Digital Access.
Tags: archaeology; ancestor worship; shang dynasty; diviner; early writing; early civilization; ritual; artifact; archaeological remains; artifact analysis
This collection provides an introduction to the 3D resources available from the Smithsonian Institution. All of the items in this collection are videos showing 3D models or sharing the process of creating such materials. To explore the models directly in a 3D viewer, download file information, and discover tours and other educator resources, please visit 3d.si.edu.
Models of interest to K-12 teachers might include:
- Apollo 11 command module
- Amelia Earhart's flight suit
- Liang Bua (archaeological site where homo floriensis was discovered)
- Funerary bust of Haliphat (from Palmyra)
- Jamestown burial sites and artifacts
- David Livingstone's gun
- Porcelain dishes and other home items in the Freer Gallery of Art (from Asian cultures)
- Killer Whale Hat
- Whale and dolphin fossils
- Cosmic Buddha
- Woolly mammoth skeleton
- Wright Brothers flyer
- Gunboat Philadelphia
Highlighted objects from a new, three-year exhibition of Buddhist art opening October 14, 2017 at the Freer|Sackler Galleries.
Encounter Buddhist art through the lens of spiritual practice and the perspectives of practitioners. Drawing on the Freer|Sackler's collections from across Asia, this exhibition expands the understanding of Buddhism in Asian art through both beautiful objects and immersive spaces. Visitors can step into a Tibetan Buddhist shrine, travel the Buddhist world with an eighth-century Korean monk, visit a Sri Lankan stupa, meet teachers and guardians, and discover multiple buddhas and bodhisattvas. Encountering the Buddha illuminates the ways in which art and place embody and express the teachings of Buddhism.
This collection contains information and teaching resources on the Terracotta Army, a group of approximately 7,000 life-size terracotta figures created for the tomb complex of China's First Emperor, Qin Shihuang (259 – 210 BCE). Resources in this collection cover a wide range of topics, including: the discovery of the Terracotta Army, Emperor Qin Shihuang, the unification of China, Qin dynasty (221 – 206 BCE) spiritual beliefs, how the terracotta warriors were made, the different types of terracotta warriors, and the types of bronze weaponry found in the Terracotta Army pits. This collection also contains three interactives: a timeline of ancient Chinese history, a map of the tomb complex, and maps of battle formations in the Terracotta Army pits.
Objects found in Emperor Qin Shihuang’s elaborate tomb complex, which covers a total area of 17.6 square miles, make up the majority of surviving objects from this significant period in Chinese history. They are some of the greatest tools researchers have to understand the spiritual beliefs, military practices, and values of the ruler responsible for unifying China for the first time in its history.
Authors of this collection are the Emperor Qin Shihuang’s Mausoleum Site Museum, the Smithsonian Center for Learning and Digital Access, and the Smithsonian’s Freer Gallery of Art and Arthur M. Sackler Gallery.
Tags: archaeology; archaeologist; ancient history; artifact; afterlife; funerary practices; burial; death; religion; military; soldier; sculpture; chinese; world history; asia; asian; xi'an; empire; terra cotta; qin shi huang; shihuangdi; shi huang di; earthenware; ceramics
This collection was designed for elementary classes to infuse global competencies into an established study of open space and environmental stewardship. Birds are often a topic of study in primary classrooms, and this framework can help students start thinking about environmental stewardship through an initial study of birds. Guided by thinking routines, students examine birds and think about how other cultures have shown their interest in nature. They will also start thinking about why studying the needs of local birds is important to taking care of their local environment. Finally, students begin to explore why taking care of the birds and environment also might be important to the world.
This collection is meant to be used as a unit over several days. Please feel free to copy and adapt it for your own use.
The art used in this collection comes from the Freer Gallery of Art and Arthur M. Sackler Gallery collections. Many pieces were featured in an exhibition called "Dream Worlds: Modern Japanese Prints and Paintings from the Robert O. Muller Collection", which was on view November 2004-January 2005.
Tags: birds, environmental stewardship, open space, thinking routines, global competency, essential questions, human impact, Japan, Japanese art, Ohara Koson, woodblock printing, seasons, cherry blossoms, teacher, student, nature, crow, heron, magpie, pheasant, artful thinking
This collection features ancient Chinese objects from the Freer Gallery of Art and Arthur M. Sackler Gallery, They support the April 2016 Google Hangout facilitated by the Freer|Sackler in coordination with the Smithsonian Center for Learning and Digital Access.
In this student activity, students learn about life in early Chinese urban society by analyzing oracle bone divinations. These divinations, consisting of characters inscribed on turtle shells and animal bones over 3,000 years ago, are among the earliest systematic Chinese written language extant today. Students will answer object analysis questions, complete an activity using translations of divinations, and compare early Chinese urban society to Bronze Age societies in other parts of the world. This set includes multiple objects from the Smithsonian's Freer Gallery of Art and Arthur M. Sackler Gallery.
Created by Elizabeth Eder and Keith Wilson at the Freer Gallery of Art and Arthur M. Sackler Gallery in collaboration with Tess Porter, Smithsonian Center for Learning and Digital Access.
Tags: archaeology; ancestor worship; shang dynasty; diviner; early writing; early civilization; ritual; artifact; archaeological remains; artifact analysis
This collection contains an interactive timeline of the art and archaeology of Ancient China from about 5000 BCE to 220 CE. It includes information on each period in this time range: Late Neolithic period, Erlitou culture, Shang dynasty, Western Zhou dynasty, Eastern Zhou dynasty, Qin dynasty, and Han dynasty; each with a representative object from each time period, ranging from a jade cong to a bronze incense burner.
Authors of this collection are the Freer Gallery of Art and Arthur M. Sackler Gallery and the Smithsonian Center for Learning and Digital Access.
Tags: art history; artifact; archaeologist; ritual; Chinese; asia; Asian; warring states period; terracotta army; terra cotta;
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 Learning Lab was designed by the Education Department of the Freer Gallery of Art and Arthur M. Sackler Gallery as a basic introduction for educators to the intersections of art and science. Each image links to resources, which include Freer|Sackler works of art, exhibition information, 3-D tours, videos, online interactives, and articles. Feel free to copy the collection and adapt it for your students.
Keywords: Buddha, Buddhism, lacquer, stone, bronze, carving, conservation, technology, China, bells, music, sound, Resound, 3-D, STEM, STEAM, Metropolitan Museum, Walters Art Museum, Smithsonian, arts, science
This educational resource is designed especially for teachers and students in Advanced Placement (AP) Art History courses. It focuses on an artwork from the Freer|Sackler collection, Jahangir Preferring a Sufi Shaikh to Kings; one of the 250 works that are featured in the AP Art History curriculum. In particular, this artwork is in Content Area 8 - South, East, and Southeast Asia.
The AP Art History curriculum stresses the investigation of four key areas for each artwork: Form, Function, Content, and Context. This resource will touch on all four areas and can be adapted for use.
Tags: Album, AP, Art History, emperor, India, Jahangir, manuscript, Mughal dynasty, Muslim, portrait, Project Zero, See/Think/Wonder
Background Note to Teachers
India's Mughal emperors, who reigned over a vast and wealthy empire that extended over most of the South Asian subcontinent between the 16th and 19th centuries, were passionate about lavish manuscripts and paintings. Between 1556 and 1657, the greatest Mughal patrons—the emperors Akbar, Jahangir and Shah Jahan—formed grand workshops that brought together and nurtured India's leading painters, calligraphers and illuminators. This resource focuses on just one of the paintings created for Jahangir, but the Freer Gallery of Art and Arthur M. Sackler Gallery form one of the world's most important repositories of Mughal and Persian painting. To search our collection, refer to http://www.asia.si.edu/collections/edan/default.cf....
- C3 D2.His.1.6-8 - Analyze connections among events and developments in broader historical contexts.
- C3 D2.His.2.6-8 - Classify series of historical events and developments as examples of change and/or continuity.
- C3 D2.His.14.6-8 - Explain multiple causes and effects of events and developments in the past.
- C3 D2.His.15.6-8 - Evaluate the relative influence of various causes of events and developments in the past.
- CCSS.ELA-Literacy.CCRA.R.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- NAEA | Anchor Standard 7 - Perceive and analyze artistic work.
- NAEA | Anchor Standard 8 - Interpret intent and meaning in artistic work.
- NAEA | Anchor Standard 11 - Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
- NCHS WH Era 6 | Standard 1B - The student understands the encounters between Europeans and peoples of Sub-Saharan Africa, Asia, and the Americas in the late 15th and early 16th centuries.
- NCHS WH Era 6 | Standard 3C - The student understands the rise of the Safavid and Mughal empires.
- NCHS WH Era 6 | Standard 6A - The student understands major global trends from 1450 to 1770.
- NCSS 1 : Culture - Social studies programs should include experiences that provide for the study of culture and cultural diversity.
- NCSS 2 : Time, Continuity, and Change - Social studies programs should include experiences that provide for the study of the past and its legacy.
- NCSS 3 : People, Places, and Environments - Social studies programs should include experiences that provide for the study of people, places, and environments.
This collection has been compiled from materials available on the Freer|Sackler website. In addition, these resources have been especially useful:
Milo Cleveland Beach, The Imperial Image: Paintings for the Mughal Court. Washington, DC: Smithsonian Institution, 2012.
Print and online materials related to "Worlds within Worlds: Imperial Paintings from India and Iran," an exhibition held at the Freer|Sackler from July 28 through Sept. 16, 2012.
In addition to teaching strategies and two artworks by Ahmed Mater, this collection also includes: an article on global thinking routines; a digital version of the book "Educating for Global Competence: Preparing Our Youth to Engage the World;" the gallery guide to the Freer Gallery of Art and the Arthur M. Sackler Gallery exhibition "Symbolic Cities, the Work of Ahmed Mater;" an article about Ahmed Mater's "Symbolic Cities" exhibition; and a link to a Learning Lab student activities set using the strategies and resources compiled here.
This collection was created to support the 2016 CCSSO Teachers of the Year Day at the Smithsonian.
Tag: Middle East, Near East, Saudi Arabia, Mecca, Urbanization, Project Zero, Asia Society, See Think Wonder, 3 Ys
How do you see the world? What's your point of view? What informs, shapes, and affects it? What does it mean to take on another person's point of view, and why is it important? This Learning Lab activity for students explores global issues, perspectives, and close looking through two artworks by Ahmed Mater, a contemporary Saudi artist. In addition to the two artworks, this collection also includes guiding questions, the gallery guide for the Freer Gallery of Art and Arthur M. Sackler Gallery exhibition "Symbolic Cities: The Work of Ahmed Mater," and an optional article for high-school students.
Tag: Middle East, Near East, Saudi Arabia, Mecca, Urbanization, Project Zero, Asia Society, See Think Wonder, 3 Ys, point of view
Throughout world history artists have used visual cues to communicate role and rank. As a cultural window, art shares insights in to the structure and beliefs of a society. Through compare and contrast questions students analyze the selected works to better understand artistic techniques as well as the cultural mores communicated through each work. This activity was developed at Discovering Korea's Past: Interdisciplinary Connections Summer institute for Educators held at the Freer/Sackler, summer 2018.
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).
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.
In this activity, students will explore the elements of art and principles of design used in celadon ceramics in order to understand the artistic practices and aesthetics of the Goryeo period (935-1392 CE), an era of great artistic and cultural achievement in Korea. Many of the Goryeo celadons in the Freer|Sackler's collections originally adorned palaces, Buddhist temples, and private residences of the aristocracy. Use this activity as an entry point into studying ceramics, Korean art, the Goryeo dynasty, and more. Click Read More for ideas about how to prompt further inquiry using the Project Zero Visible Thinking Routine "Think / Puzzle / Explore" and resources on the elements of art and principles of design.
Keywords: clay, pottery, sculpture, vessel, cheongja
In this collection, beautiful celadon ceramic pieces are used to help students explore the art of Celadon. While learning more about the ceramics students will also
explore the following things: kingdoms, personal objects of value, burial practices, cultural similarities and differences, religious and ceremonial pieces, political influence, kings and noble men, dynasties, artistry, skilled craftsmanship, treasures, geography and the continent of Asia.
This collection is not comprehensive but hopefully will serve as a starting point to encourage students to research and study more about some aspect of Asian-related ceramics, arts, geography, history, cultures, customs or trade . Hopefully it will encourage interest and value in field trips to Museums such as the Smithsonian Freer Gallery, as well as short-term /long-term study abroad trips to Asian countries.
Korean Goryeo period (918-1392) celadon has famously elegant surface decorations. The delicate flowers, birds, and fish are incised with thin perfection into the clay pots and accented by inlaid white and black slip. Then the whole design is softly but beautifully highlighted by the glass like jade-green glaze. Using this six part lesson plan, students will research Goryeo celadon, compare its decorative techniques to other similar etched techniques, experiment with unique watercolor techniques to create similar effects, plan their own art work using a celadon like look, create their masterpiece, and evaluate whether they have achieved the desired goal of reproducing the look of Goryeo celadon decoration in watercolor. Completing this process, they will have created a painting that they could not have imagined before they began the exploration into Goryeo celadon pottery decoration. In the first addendum students will be introduced to techniques using acrylic paste and pouring mediums which can produce an even more realistic appearance of Goyreo celadon incised and inlaid decoration.
Here in part 1. are some examples of green glazed, incised ceramics from Korea's Goryeo period. They are from the Freer Art Gallery's collection. Sort them into three groups according to their type of decoration. Then determine if the type of decoration is related to the time period in which they were created. Next, take time to explore where this particular decoration style originated and how the Goryeo period potters in Korea perfected the technique. In part 2, compare these pieces to other types of art that are made using similar etching techniques, such as scrimshaw and leather stamping, Then compare them to watercolor paintings of similar subjects to determine how to reproduce the Goryeo celadon look in watercolor painting. One goal of this learning lab is that students will make connections between different mediums and periods and in that process, discover new ways to use the mediums that they are familiar with. Later, in parts 3 and 4, students will be using the Goryeo celadon designs for inspiration when they practice new techniques and plan their own artwork which they will create in step five of the learning lab. In step 6 the students will evaluate their art works to see if they have achieved their goal of making a painting with the look of Goryeo celadon decoration. Addendum 1. is not intended to be part of the watercolor lessons because of the time required to do the activities and the considerable mess involved, but it introduces the student to Acrylic mediums that can be used to make pictures that not only look like incised and inlaid Goryeo celadon, but are made with very similar techniques. #AsiaTeachers, #Watercolor, #GoryeoCeladon, #Ceramics, #NewAndCombinedPaintingTechniques. #Etching, #StudentArtProjects, #KoreanHistory, #ScratchedAndImpressedWatercolorPaper. #AcrylicPouringMedium, #AcrylicPasteMedium.
This collection will focus on Prehistoric Art and take you through some of the most magnificent and interesting art from the era. My first resource is based upon Hittite Art. The hittites were a civilization in north-central Anatolia around 1600 BC. Many of the art pieces revolve around Hittite ritual practices. While this civilization left no written pieces, pictures are worth a thousand words and the art they left behind gives you a glimpse of what life was like in 1600 BC.
The second resource is focused on the Venus of Willendorf, which is an 11.1 centimetre tall venus figurine which was estimated to have been built around 30,000 BC. The sculpture is depicting a naked woman. The exaggerated sexual features can be interpreted as a possible fertility fetish.
The third resource revolves around ancient sculptures from Jordan. These sculptures are rather mysterious and lack an sort of gender as well as some human features. The uniqueness and mystery surrounding them brings much attention to them.
The fourth resource is about the Excavation of Persepolis. Archaeological evidence show that some of the earliest remains of Persepolis come from about 515 BC. It came from inscriptions on the wall of the palace that led archaeologists to believe that Darius 1 built the terrace and the palaces. Another great example of art leading to historical breakthroughs.
The fifth resource is about the Excavation of Samarra, which is just north of Baghdad. Plenty of Female statuette and pottery were discovered from this excavation.
The sixth and final resource is about the vicinity of nihavand. Attached are some art pieces from Nihavand.
Smithsonian Archives - History Div, Smithsonian Institution. “Smithsonian Learning Lab Resource: Ancient Sculptures from Jordan.” Smithsonian Learning Lab, Smithsonian Center for Learning and Digital Access, 2 Nov. 2015. learninglab.si.edu/q/r/119934. Accessed 17 Feb. 2019.
Freer Gallery of Art and Arthur M. Sackler Gallery Archives, Smithsonian Institution. “Smithsonian Learning Lab Resource: Excavation of Persepolis (Iran): Prehistoric Flint Tools [Drawing].” Smithsonian Learning Lab, Smithsonian Center for Learning and Digital Access, 27 Oct. 2015. learninglab.si.edu/q/r/9002. Accessed 17 Feb. 2019.
Freer Gallery of Art and Arthur M. Sackler Gallery Archives, Smithsonian Institution. “Smithsonian Learning Lab Resource: Vicinity of Nihavand (Iran): Two Daggers, from Prehistoric Mound of Tepe Giyan [Graphic].” Smithsonian Learning Lab, Smithsonian Center for Learning and Digital Access, 3 Nov. 2015. learninglab.si.edu/q/r/224415. Accessed 17 Feb. 2019.
For Resources 7-12 text will be attached to each picture explaining the significance.
Resources 13-18 will be attached with captions to the pictures explaining the significance and how it relates to some of what we have learned and the overall theme as well.
What is global competence? What are the skills and dispositions of globally competent students? What role can art play in educating students for global competence? Teachers can use this Learning Lab Collection as a resource for students to explore themes of global importance in the arts of Asia. The Collection features two works of contemporary Asian art at the Freer Gallery of Art and Arthur M. Sackler Gallery with several tools for students to examine and reflect about the works of art, such as Visible Thinking Routines, Artful Thinking Routines, or Global Thinking Routines. For each routine, the rationale and process is described to help the teacher practice. The Collection also includes artist interviews and other contextual information about the works of art for teachers and students to deepen their understanding.
This Learning Lab Collection was created to support the The Council of Chief State School Officers (CCSSO) National Teachers of the Year 2018 program. CCSSO is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, the Bureau of Indian Education and the five U.S. extra-state jurisdictions. Learn more at https://www.ccsso.org/
Essential Questions to be addressed by this Learning Lab Collection:
- What are some practical tools teachers can use to look closely and reflect about works of art?
- How can we use works of art to prepare students to understand the world and participate in it?
- How do we define global competence and globally competent students?
Tags: #AsiaTeachers; Asian; Asia; Freer|Sackler; Project Zero; Global Competence; Global Competency; Visible Thinking; Artful Thinking; Chalk Talk; See-Think-Wonder; 3Ys; 3-2-1 Bridge; Contemporary Asian Art; China; India; Monkeys; Religion; Architecture; Chinese Cultural Revolution; Xu Bing; Terminal; Subodh Gupta; Sculpture; Lacquer; Wood; Brass