Explore Exhibits Inter/Act Current Exhibits | Natural History Museum of Los Angeles

What is this project about?

In an eight-week, project-based-learning assignment, 4th and 5th graders at Cienega Elementary School learned to observe and question the natural world through the lens of both scientist and artist.  They wrote, sketched, and documented their observations, as they explored the grounds in and around their neighborhood.

Using photography as a medium, the students deepened their awareness of the natural world by studying with both Museum scientists and an artist/photographer.  The students participating in this after-school club produced a series of photographs, poetry and journal descriptions aimed at answering the essential question:  How do I observe my world?

Visit this inspiring collection of student photography now on view in Inter/Act!

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Cienega Students: What did you think about this project?

"This project is important because it helps us not just to observe like a scientist but also an artist.  This project helped me notice all the things that are around me.  You can sketch your observations or take down notes of the project.  It really inspired me to notice lots of things like flowers, animals, and trees.  The world is such a mysterious thing with a surprise behind every leaf."
—Gustavo, Grade 5

"This project is important because we learned about where animals live, and what they make and what other interesting things they do.  I learned about the animals and nature around me, and we also had fun finding animals and detecting how they are and exploring about them."
—Osvaldo, Grade 4

"I enjoy going to the Natural History Museum to be able to learn something new.  I would be devastated if anything were to happen to the Museum.  Everyone [there] is nice and caring and will always help us with anything we need."
—Laura, Grade 5

Why did you select this theme?

"Observation is at the core of almost all of elementary school instruction.  In math, we observe patterns; in biology, life.  In English, we observe the rules of grammar or the meaning behind words.  And yet, since “observation” does not come readily available as a worksheet or with a teacher’s guide, many of us hesitate to approach the activity.  As a teacher, the Natural History Museum’s Roundtable projects challenge me to go beyond the comfort zone of rote instruction and into a grey area filled with inspiration and authentic learning experiences.  This year’s theme of observing the world around us was inspired by the first step in conducting a 4th/5th grade scientific experiment.  We teach that the first step in the scientific process is observation, but still we offer very little time to observe.  Through this eight-week experience, I finally was able to give ample time to allow my students to truly observe."
—Annie Lefkowitz, Teacher, Cienega Elementary School

Where is the value in this type of teaching/learning?

"In education there are grade level standards that each child must reach to be considered proficient.  There are time constraints and mandatory curricula and routines that must be  followed.  There is structure.  The value in this project is the lack of structure—that cherished unstructured “space” that allows students to guide their own learning.  The interdisciplinary combination of science, art and language arts gives students multiple ways to access and deepen their understanding of the world around them.  And, it is in this unstructured environment—at the core of all student-centered learning—that relationships are formed.  The success of the Natural History Museum’s Roundtable projects lies fundamentally in the relationships that are fostered among the teacher, scientist, Museum educator, artist and students.  The dynamic relationships that develop, as students search for meaning and understanding, lasts longer than any materials they may produce.  This exposure—to staff and community—is the true value of their learning experience."
—Annie Lefkowitz, Teacher, Cienega Elementary School

Artist Reflections

"Through this Roundtable project, Ms. Lefkowitz’ 4th and 5th grade after-school students were led through a multidisciplinary process in which science and art lessons were used interchangeably.  These students hungrily observed the three-block radius around their school through their cameras— peering behind buildings, and pouring over cracks of green and secret unused areas—to find natural life, including plants, snails, fungus, insects, birds, and even abandoned objects that were part of the local environment.  Through their newfound lenses, their zeal for the natural world was utterly energizing. 

"I believe that kids of all ages are presented with difficult challenges unique to our current cultural and educational climate, especially in urban settings where “nature” may not be so readily apparent, or where kids only have limited access to the outdoors due to other factors in their lives and in their neighborhoods.

"As art classes vanish from LAUSD schools, it is a rare opportunity for students to participate in an activity of this depth.  Learning about art and nature is not a luxury, but an educational and social necessity that is rapidly being undermined by test-driven classroom programming and severe decreases in funding.  It is my goal, in my graduate studies and in projects like these, to continue fighting for the arts on behalf of our young friends, so they will have the space to learn at their own creative, joyful paces.

"I hope that the Roundtable program will continue to serve as an example of how the arts can bring science to life and inspire life-long learning in young people."
—Faith Purvey, Teaching Artist