How-To Guides for Teachers
Storm King on the Hudson (PDF)
Bar and Grill (PDF)
Dust Bowl (PDF)
The Library (PDF)
Teacher Guides by Subject
Explore dozens of the Smithsonian American Art Museum’s free educational materials. Teacher guides are listed with corresponding standards and grade levels. Student worksheets and other printable resources are also available. Discover how to integrate art into your classroom—whatever subject you teach!
- Social Studies
- Language Arts
- African American Artists
- Latino Art and Culture
- Public Sculpture
- Other Resources
American Art Museum Content Links
All of the content links listed below contain interactive and/or media-rich content. Features such as Catlin Classroom, Oh Freedom! and Picturing the 1930s have been created specifically for a K-12 audience. Some web features, such as online exhibitions, contain sections created for educators and students, while other features contain primary sources such as artist interviews.
- 1934: A New Deal for Artists – What was the role of art during the Great Depression?
- American Kaleidoscope – How do artists who reflect all kinds of cross-currents in American culture — spiritual, regional, ethnic, political ? How do they reflect our shared American experience?
- American Photographs: The First Century – How were photographs used in the 19th century to chronicle the United States?
- Campfire Stories with George Catlin – What happened to Native Americans, their ancestral lands, and the western landscape of the United States during the 1830s?
- ¡del Corazón! Latino Voices in American Art – How can artists express their cultural experiences through their art?
- Posters American Style: Impact of American Culture – What can poster images tell us about the social and cultural climate of the United States in the 20th century?
- William H. Johnson – How can the work of William H. Johnson help us to understand the Harlem Renaissance, segregation in the Army, the rural South, and the history of civil rights in the United States?
Smithsonian Teacher and Student Resources
Collecting Their Thoughts: Telling a Painting’s Stories – Smithsonian Education
- In this activity your students can express their unique responses to art by writing stories inspired by paintings in an art museum. Before they put their imaginations to work, each person will have a chance to get to know a painting by observing it closely, making a list of its details, and writing a description of it. Such an exercise will help them understand the value of careful observation as a precursor to descriptive and creative writing. It may also help them learn how to look at and truly see a work of art for the first time.
Art to Zoo: Using Museums to Inspire Student Writing – Smithsonian Education
- In this resource Art to Zoo, students tap into the tales stored in museums. Teachers will find ideas for using museums and other community resources (such as nature centers, historic buildings, public sculpture, and landmarks), as springboards for various forms of writing. Includes worksheets, a bibliography of resources, and a pull-out page in English and Spanish.
Beyond the Frame – Smithsonian Education
- These lessons encourage students to delve into the meanings of artwork and the history of the artists and their subjects. Features pieces from Smithsonian collections.
Embracing the Common Core with Art
By Carol Wilson, Lunder Chair of Education, Smithsonian American Art Museum
- “Citing evidence in a text is an important goal for students under the Common Core State Standards (CCSS), which call for close reading of a text, making logical inferences, and citing pertinent evidence to support an interpretation. As exposure to a variety of texts is encouraged, reading a work of art as a visual text can aid in the development of these reasoning skills. As students make observations about a painting or sculpture, dig deeper to form evidence-based interpretations, and compare art with primary source documents, art becomes a natural partner for exercising these critical thinking skills and Common Core concepts. . . .”