The Amazing Architecture Of

The Ringling

Ca’d’ZanResource & Activity Guide

Table of Contents Welcome, Educators! Welcome, Educators! 2

How to Use This Guide 2 The Ringling is pleased to offer you this comprehensive resource and activity guide. About The Ringling Ca’d’Zan 3 Designed to complement a visit to The Ringling Ca’d’Zan, this guide contains Measurement standards-based activities, images, and Museum Activity 4 worksheets for you to adapt to your Classroom Activity 5

Arts Integration Activity 5 classroom needs. The material presented within will help your students connect

Scale mathematical concepts to the vocabulary Museum Activity 6 of visual art through the amazing Classroom Activity 7 architecture of The Ringling Ca’d’Zan. Arts Integration Activity 7

Symmetry Museum Activity 8 Classroom Activity 9 Arts Integration Activity 9 How to Use This Guide

Ratio / Proportion Architecture is a powerful teaching tool. Museum Activity 10 Classroom Activity 11 Since architects must design buildings that satisfy Arts Integration Activity 11 both form and function, they draw heavily on skills from both mathematics and visual art. The Appendix 12 – 20 activities in this guide address four different 13 Tile Pattern Template concepts bridging math and art that permeate the

architecture of Ca’d’Zan: Ca’d’Zan Floorplan 14 - Measurement - Scale Spot the Symmetry worksheet 15 – 16 - Symmetry Rectangular Ratios worksheet 17 - Ratio / Proportion

Ca’d’Zan Façade 18 For each concept, three types of activities are described. A Museum Activity is designed to fit into For Further Learning 19 a class visit to The Ringling. The Classroom Activity Glossary 19 could be done onsite or at school, using resources that are readily available. A final Arts Integration About The Ringling 20 Upcoming Saturdays for Educators 20 Activity provides a more in-depth exploration of the concept that engages multiple thinking modes.

About The Ringling Ca’d’Zan

In 1911, circus magnate John Ringling and his wife, Mable, purchased property along Sarasota Bay. After spending several winters in the wood frame house that occupied the property, John and Mable decided to build a home of their own – the opulent, Italian-inspired Ca’d’Zan (“House of John”). The Ringlings, who had traveled extensively in Europe scouting out circus talent, were by this time great admirers of Venetian architecture. They hired New York architect Dwight James Baum to design a home that would draw inspiration from Mable’s collection of postcards, sketches, and photos collected during the couple’s trips abroad.

Ca’d’Zan was constructed between 1924 and 1926, at the then princely sum of $1.5 million. Its 36,000 square feet sit on a waterfront site measuring 1,000 feet long and 3,000 feet deep. Constructed from a combination of brick, concrete, and terra cotta “T” blocks, the home is faced in stucco and terra cotta and is embellished with glazed tile. Decorative medallions, balustrades, and ornamental cresting in soft hues of red, yellow, green, blue, and ivory highlight the pink patina of the exterior. A terrazzo terrace made from domestic and imported marble overlooks the bay on one side of the house, and an 82-foot tower with an open-air landing crowns the tile rooftop.

Inside, the main floor includes living, entertaining, and dining areas. The Ringlings’ private chambers and five guest bedrooms are found on the second floor, spaced around a balcony that overlooks the airy central court. The third floor houses a large, fancifully decorated game room and bath. On the fourth floor there is a great beamed guest room and bath with windows on all four sides.

In Ca’d’Zan, Dwight James Baum successfully created a Venetian palazzo with all the modern conveniences of an expensive 1920s home. Today, the home stands as testament to the skill of its architect, the craftsmanship of its builders, and the aesthetic vision of its inhabitants.

Accurate MEASUREMENTS were indispensible in the design and construction of Ca’d’Zan. In order for the building to “work” – both in terms of functionality and appearance – it had to be designed with consideration for length, width, height, weight, area, perimeter, and many other measurements. Try the following activities to practice taking measurements and manipulating them to solve real-world problems.

M WORDS TO KNOW: area, perimeter, mosaic, terrazzo

easurement Museum Activity

GOAL ACTIVITY To measure the perimeter Take students to the terrazzo marble terrace on the west side of and area of rectangles. Ca’d’Zan. Find a rectangular section of the terrace that contains a complete zigzag design. (One good spot is at the northern end of the DURATION terrace, near the side of the house.)

20 minutes Divide students into 4 teams. Have each team measure one side of the rectangular floor section. Teams then add up their measurements to find the rectangle’s perimeter. Then, have teams use multiplication

MATERIALS to find its area. Rulers, pencils, paper,

clipboards FOLLOW UP Have each team find the perimeter and area of a single tile within the STANDARDS design. Count the tiles contained in the section of floor that you’re

MACC.3.MD.3.5 working with. Does the entire section’s area equal the areas of each individual tile added together? Why is that so? MACC.3.MD.3.7 MACC.3.MD.4.8

Classroom Activity

GOAL ACTIVITY To create a pattern using Copy the Tile Pattern Template onto sheets of gray, pink, orange, black, rectangles of a given green, and white paper. Cut out the individual tiles from these sheets perimeter and area. (or, have students do this as part of the activity). Divide students into DURATION small groups, and give each group a sheet of poster board. Instruct 30-45 minutes groups to draw a rectangle that measures 15” by 17 ½” on their poster board. Give one colored tile to every group, and have them find MATERIALS its perimeter and area. Ask: How many tiles will your group need in Copies of Tile Pattern order to completely fill up the terrace rectangle? Template, glue, poster board Provide colored paper tiles to groups, and instruct them to create STANDARDS their own terrazzo floor design, gluing down the tiles as they go. MACC.3.MD.4.8 MACC.3.MD.2.4 FOLLOW UP MACC.3.MD.3.7 Have students determine the total area covered by each color within VA.3.S.2.1 their design.

Arts Integration Activity

GOAL ACTIVITY To sculpt rectangles with Give each student a lump of clay and distribute sculpting tools and various areas and perimeters. rulers. After students roll their clay flat, challenge them to form it into rectangles with various perimeters and areas. Once you’ve DURATION practiced a few times with different dimensions, have all students 45-60 minutes (over 2 class create rectangles of the same area and perimeter. Students can periods) decorate the surface of their tile however they wish.

MATERIALS FOLLOW UP Rulers, clay, sculpting tools, After the clay tiles are dried and fired, have students experiment in access to kiln groups to arrange the tiles in designs with different areas and perimeters. STANDARDS MACC.3.2.4 VA.3.F.1.1 / VA.3.S.3.1

When Dwight James Baum drew the plans for Ca’d’Zan, he relied on SCALE to communicate his design to the contractors and engineers who would actually construct the building. Today’s architects use the same method of creating scale drawings and/or scale models to capture a building’s entire design in miniature. In the following activities, students will determine scale and use it to create their own designs.

WORDS TO KNOW: scale, floor plan, footprint, façade

Museum Activity

GOAL ACTIVITY To determine the scale used in Lead students to the northeastern corner of the Ca’d’Zan terrace. an architectural drawing. Divide them into 4 teams, and instruct each team to measure and record the length of one wall along its base. Then, pass out copies

DURATION of the Ca’d’Zan first floor floor plan. Have students identify their 15-20 minutes wall on the plan and measure it. Using division, students then calculate the scale used on the floor plan.

MATERIALS FOLLOW UP Rulers, pencils, paper, Move to the front of the building and have students choose a clipboards, Ca’d’Zan floor plan section of the house façade to measure on the floor plan. Using (see appendix) the scale they calculated, students then determine how long the STANDARDS actual wall segment should be. Students can check their MACC.6.RP.1.3 predictions by measuring their chosen wall sections.

S MACC.7.G.1.1

cale

Classroom Activity

GOAL ACTIVITY To create scale drawings. Clear desks and other furniture from the sides of your classroom. Using rulers, students should measure the room’s footprint. As a class, determine a scale that could be used to create a floor plan DURATION of the classroom. (A ¼ inch = 1foot scale would be easy to 30-40 minutes translate to graph paper.) Have students work in groups to draw their own scale floor plans of the classroom. MATERIALS Rulers, graph paper, pencils FOLLOW UP Follow the instructions at www.math-kitecture.com/step3.htm to STANDARDS create and upload a CAD version of your classroom floor plans, MACC.7.G.1.1 complete with furnishings and fixtures. MACC.7.G.1.2 VA.68.F.1.4

Arts Integration Activity

GOAL ACTIVITY To create an original floor plan Ask students to imagine what their ideal classroom would look design using scale. like. For inspiration, students can take images from magazines or internet sources. Using the scale and dimensions from your DURATION classroom floor plan, have students draw a scale plan of their 45-60 minutes ideal classroom. They should include aerial views of their desired furnishings.

Instruct students to paste or draw important details of their design MATERIALS (furniture, paint colors, fabric scraps, equipment, etc.) around the Rulers, graph paper, colored outside edge of the design. Students can also color in the floor pencils, magazines, scissors, plan itself using crayons or colored pencils. glue

STANDARDS FOLLOW UP MACC.7.G.1.2 Invite students to share their designs with the class. Ask: Is it VA.68.F.3.1 / VA.68.S.1.2 easy or difficult to imagine what each person’s classroom would VA.68.O.2.3 look like based on their floor plan? What are the advantages of using a scale drawing to share a design plan with others?

A careful look at the Ca’d’Zan façade reveals many instances of SYMMETRY in its design. Architects must understand both the mathematical concept of symmetry, as well as the effect that using it (or NOT using it) can have on their design’s final appearance and function. The activities below will familiarize students with symmetry and will challenge them to consider its use in the buildings around them.

WORDS TO KNOW: reflection symmetry, asymmetrical, line of symmetry, terra cotta, ogee arch

Museum Activity

GOAL ACTIVITY

Symmetry To distinguish between After introducing students to the concept of symmetrical and reflection symmetry, distribute pencils, clipboards, asymmetrical shapes. and copies of the Spot the Symmetry worksheet.

DURATION Have students complete the worksheet as they 20-30 minutes explore the exterior of Ca’d’Zan.

FOLLOW UP MATERIALS Demonstrate how to identify the line of symmetry in Pencils, clipboards, Spot a symmetrical design. Instruct students to mark the the Symmetry worksheet lines of symmetry on the symmetrical elements in (see appendix) their worksheets. STANDARDS MACC.4.G.1.3

Classroom Activity

GOAL ACTIVITY To explore how Have students search for images of building façades and architectural symmetry is used in elements from around the world. (A good site for finding these is buildings. www.greatbuildings.com.) DURATION 30-40 minutes Using presentation software (such as Microsoft PowerPoint), students work in groups to collect images and categorize them onto “Symmetrical” and “Asymmetrical” slides. Groups then present their slides to the class. MATERIALS

Computers with internet FOLLOW UP access Having viewed both symmetrical and asymmetrical design elements, instruct students to explain to a partner which type they prefer. Do they STANDARDS like symmetrical designs for some types of buildings, and asymmetrical MACC.4.G.1.3 designs for others? Why? MACC.K12.MP.5.1

Arts Integration Activity

GOAL ACTIVITY To draw an image that Have each student find or print an image of a building or architectural contains reflection element. Students then cut their image in half and paste one half onto a symmetry. piece of graph paper. Instruct them to draw an XY coordinate plane onto their paper, with the pasted image lying completely within one quadrant. DURATION 45-60 minutes Have students mark important points on their image (such as the outer wall of a building, the corners of a doorway, etc.). Then, they should translate those points to the opposite quadrant, maintaining the same MATERIALS distance for each point in order to create a symmetrical design. Students Graph paper, pencils, complete their images by coloring them in. (See magazines or computer http://www.scholastic.com/teachers/top-teaching/2013/05/math-meets- access, colored pencils, art-symmetry-self-portraits for step-by-step photos of a similar project.) scissors, glue

FOLLOW UP STANDARDS Have students paste the other half of their original image onto a new piece MACC.5.G.1.2 of paper and complete a new, ASYMMETRICAL design. MACC.4.G.1.3

VA.4.C.3.3 / VA.4.S.2.1

Ratio/Proporti

When designing Ca’d’Zan, Dwight James Baum had to pay attention to the size of each window, door, wall, room, and column. He also had to think about how those many architectural elements of different sizes would work together to create a pleasing and practical design. An understanding of RATIOS AND PROPORTIONS is essential in this regard. Try the activities below to demonstrate the importance of the relationships between individual measurements in a structure.

WORDS TO KNOW: ratio, proportion, Golden Mean

Museum Activity

GOAL ACTIVITY To examine geometrical Explain to students that a ratio is a comparison

ratios in Ca’d’Zan. between two values – for example, a rectangle’s width compared to its height. To familiarize DURATION students with the idea of ratios, have them complete 15-20 minutes the Rectangular Ratios worksheet.

FOLLOW UP MATERIALS Using the measurements of the terrace tiles that Rectangular Ratios students found previously, have them calculate the worksheet (see appendix) width to height ratio of one tile.

pencils, clipboards STANDARDS MACC.6.RP.1.1 MACC.7.RP.1.1

Classroom Activity

GOAL ACTIVITY To understand the Distribute copies of the Ca’d’Zan façade image. Have students measure the

Golden Mean as a highlighted rectangle and write its width (a) and height (b) as a ratio . proportion and as a component of Introduce proportion as a statement showing that two ratios are equal. The architectural ancient Greeks found a proportion of width to height that, they believed, design. creates the most beautiful rectangles. It can be written as: The ratio of the longer side to the shorter side equals DURATION the ratio of both sides together to the longer side. 20-30 minutes b = MATERIALS a Copies of Ca’d’Zan This is known as the Golden Mean, and its numerical value is approximately façade (see 1.618. Using the formula above, have students determine if the rectangle they appendix), pencils, measured follows the Golden Mean. rulers

STANDARDS FOLLOW UP MACC.7.RP.1.2 Have students mark and measure the other rectangles that they can find in the image of the Ca’d’Zan façade. Which ones adhere to the Golden Mean?

Arts Integration Activity

GOAL ACTIVITY To use the Golden Lead students in drawing their own rectangles using the Golden Mean. Mean in an art project. First, draw a square measuring 1 inch on every side. Then, draw a line from the midpoint of the square’s base to its upper corner. Rotating your ruler, DURATION draw the same line segment along the base of the 45-60 minutes square. This is now the base of your rectangle. Use the ruler to complete the other sides of your new shape, which is now a “golden rectangle.” MATERIALS

Rulers, pencils, Have students compose an original, abstract design made up entirely of watercolors, black oil golden rectangles. Students can line the shapes in black oil pastel or pastels or crayons, crayon, and then fill in the shapes with watercolors. brushes, watercolor paper FOLLOW UP STANDARDS Have students research more about the Golden Mean as it appears in MACC.7.G.1.2 nature and works of art and architecture. VA.68.H.3.3

Appendix

Worksheets Images

Other Resources

Tile Pattern Template 13

Ca’d’Zan Floor Plan

Name ______Class ______

Spot the Symmetry!

In reflection symmetry, a shape can be divided by a line so that one side of the shape is a mirror image of the other side. Take a look at the shapes below, which all come from Ca’d’Zan. Which ones show reflection symmetry?

Mark SYMMETRICAL shapes with an S. Mark ASYMMETRICAL shapes with an A.

______

Name ______Class ______

Rectangular Ratios

A ratio is a comparison between two values.

For the rectangle below, the ratio of its width to its height is 2 to 1. This can also be written 2:1 or .

Height = 1 in.

Width = 2 in.

Look at the rectangles below, all of which can be found in Ca’d’Zan. Without measuring, try to match each rectangle with its width-to-height ratio. Compare the sides with your eyes to guess the ratio. Draw a line to show each pair.

2:3 5:3 1:5 4:3

For Further Learning Glossary

Area The space inside the boundaries of a flat figure WEBSITES

Math-Kitecture Asymmetrical Lacking symmetry www.math-kitecture.com Façade The side of a building that faces the public Math is Fun www.mathisfun.com Floor plan A scale drawing of a building or room

Architecture in Education Program, Footprint The surface space occupied by a structure Philadelphia Center for Architecture www.philadelphiacfa.org/aie.php Golden Mean A number approximately equal to 1.618;

it is the solution to the equation = where archKIDecture, a and b are sections of a line Architecture Education for Children www.archkidecture.org Line of A line that divides a figure into two congruent symmetry sides Math for America www.mathforamerica.org Mosaic A pattern produced by arranging tiles or stones

Ogee arch An arch formed by two ogee (S-shaped) curves

BOOKS Perimeter The sum of the lengths of the sides of a shape

Salvadori, Mario. Why Buildings Stand Up: The Proportion A equation of fractions or ratios Strength of Architecture. Norton, 1990. ISBN 0393306763 Ratio A comparison of values

De Groft, Aaron. Ca’d’Zan: Inside the Ringling Reflection A type of symmetry in which one half of a Mansion. The John and Mable Ringling symmetry shape is the mirror image of the other half Museum of Art, 2004. ISBN 0916758478 Scale Ratio of length in an image to length in reality Laden, Nina. Roberto, the Insect Architect. Chronicle, 2000. ISBN 0811824659 Terra cotta Unglazed, brownish-red earthenware

Ching, Francis. A Visual Dictionary of Terrazzo Flooring material made from chips of marble Architecture. Wiley, 2011. ISBN 0470648856 set in concrete

About The Ringling

Located on a 66-acre estate on Sarasota Bay, The John and Mable Ringling Museum of Art was established in 1927 as the legacy of John Ringling (1866 -1936) and his wife, Mable (1875-1929). Recognized as the official State Art Museum of Florida, The Ringling offers 21 galleries of European paintings, Asian art, American paintings, Astor Mansion rooms, and modern and contemporary art. The Ulla R. and Arthur F. Searing Wing hosts a variety of traveling exhibitions throughout the year. The estate features the spectacular 56-room Ca’ d’Zan (“House of John”), a waterfront mansion reflecting life in t he Jazz Age, and the Historic Asolo Theater, a restored 18 th-century theater from Asolo, Italy. A museum highlighting the American circus is a unique part of the estate, housing circus memorabilia and the world’s largest miniature circus. Additionally, the Bayfront Gardens include beautiful landscapes overlooking Sarasota Bay.

Saturday for Educators programs are funded in part through the

generous support of the Koski Family Foundation.