Jewelry – Lapidary Achievement Division 2 Ages 9 to 11

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I am the parent or legal guardian of the minor whose name appears below. They have my permission to participate in this program. I have read and understand the SCA’s Policies affecting Youth and been provided with a copy of “How to Protect Your Children from Child Abuse”. Signature of Parent or Guardian: ______Date: ______

I desire that the Achievement Token, when eligible to be worn, be presented in the following manner by/at: ( ) Privately, by the parent/guardian ( ) At a local group event at the discretion of the Group Seneschal ( ) At a Baronial Event at the discretion of the Territorial Baron/Baroness ( ) At a Kingdom or Principality Level Event at the discretion of the Crown/Coronet ______

Participant’s Name: Kingdom/Group:

Mentor’s Name/Mbr # : Mentor’s Kingdom:

Start Date: Completion Date:

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Please submit errors, omissions, comments or suggestions for changes to help improve this worksheet to: [email protected] ______

Jewelry consists of small decorative items worn for personal adornment, such as brooches, rings, necklaces, earrings, and bracelets. Jewelry may be attached to the body or the clothes, and the term is restricted to durable ornaments, excluding flowers for example. For many centuries metal, often combined with gemstones, has been the normal material for jewelry, but other materials such as shells and other plant materials may be used. It is one of the oldest type of archaeological artefact – with 100,000-year-old beads made from Nassarius shells thought to be the oldest known jewelry. The basic forms of jewelry vary between cultures but are often extremely long-lived; in European cultures the most common forms of jewelry listed above have persisted since ancient times, while other forms such as adornments for the nose or ankle, important in other cultures, are much less common. Historically, the most widespread influence on jewelry in terms of design and style have come from Asia.]

The Celts and Merovingians in particular are noted for their jewelry, which in terms of quality matched or exceeded that of Byzantium. Clothing fasteners, amulets, and, to a lesser extent, signet rings, are the most common artefacts known to us. A particularly striking Celtic example is the Tara Brooch. The Torc was common throughout Europe as a symbol of status and power. By the 8th century, jeweled weaponry was common for men, while other jewelry (with the exception of signet rings) seemed to become the domain of women. Grave goods found in a 6th–7th century burial near Chalon-sur-Saône are illustrative. A young girl was buried with: 2 silver fibulae, a necklace (with coins), bracelet, gold earrings, a pair of hair-pins, comb, and buckle. The Celts specialized in continuous patterns and designs, while Merovingian designs are best known for stylized animal figures. They were not the only groups known for high quality work. Note the Visigoth work shown here, and the numerous decorative objects found at the Anglo-Saxon Ship burial at Sutton Hoo Suffolk, England are a particularly well-known example. On the continent, cloisonné and garnet were perhaps the quintessential method and gemstone of the period. Jewelry – Lapidary Achievement Division 2 Ages 9 to 11

YAFA Division 2 Jewelry – Lapidary Worksheet completion table

Done where and Completed with Approved by Activity when? whom?

1 What is a pilgrim badge? Find designs for 3 period pilgrim badges. Where do they come from? What do the symbols mean?

2 Find portraits of people wearing jewelry. Show them to your mentor. Discuss what kind of jewelry they are wearing.

3 What kinds of tools are used to make jewelry? How do you use them safely?

4 Gemstones were thought to have special meaning. Name 5 gemstones and their special meanings:

5 Rosaries and pater nosters were important jewelry items. a. How were they used? b. Make one or both.

6 Make a ring using wire.

7 Jewelry often used heraldic designs. Using FEMO or other clay, make a piece of jewelry with your or someone else’s heraldry.

1. What is a pilgrim badge? Find designs for 3 period pilgrim badges.

Where do they come from?

What do the symbols mean?

2. Find portraits of people wearing jewelry. Show them to your mentor. Discuss what kind of jewelry they are wearing.

3. What kinds of tools are used to make jewelry? How do you use them safely?

4. Gemstones were thought to have special meaning. Name 5 gemstones and their special meanings:

Participant's Name: ______Jewelry – Lapidary Worksheet Page 2 of 4 Jewelry – Lapidary Achievement Division 2 Ages 9 to 11

5. Rosaries and pater nosters were important jewelry items. a. How were they used? b. Make one or both.

6. Make a ring using wire.

7. Jewelry often used heraldic designs. Using FEMO or other clay, make a piece of jewelry with your or someone else’s heraldry.

I certify that the minor listed on page 1 has successfully completed the requirements for the Jewelry – Lapidary Achievement Token.

______Signature of Parent, Guardian, Local Group Officer or Achievement Mentor Date

Requirement resources can be found here:

Campbell, Marian. Medieval Jewelry in Europe 1100-1500. London: V&A, 2009. Print.

Dubin, Lois Sherr., and Togashi. The History of Beads: From 30,000 B.C. to the Present. New York: H.N. Abrams, 2004. Print.

Egan, Geoff, and Frances Pritchard. Dress Accessories, C. 1150 - C. 1450. Woodbridge, Suffolk, UK: Boydell, 2002. Print.

"How to Make Random Bead Bracelets & Use a Bead Spinner - EP." YouTube. Simplekidscrafts.com, 9 Oct. 2011. Web. 18 Mar. 2015.

"How to Make a Wrapped Wire Bead Ring." YouTube. Beadaholique, 8 Feb. 2011. Web. 17 Mar. 2015. Laning, Chris. Bedes Byddyng: Medieval Rosaries & Paternoster Beads. Vol. 135. Milpitas, CA: Society for Creative Anachronism, 2007. Print. The Compleat Anachronist.

Scott, Margaret. Fashion in the Middle Ages. Los Angeles: J. Paul Getty Museum, 2011. Print.

Spencer, Brian. Pilgrim Souvenirs and Secular Badges. Woodbridge: Boydell, 2010. Print.

"Jewellery." Wikipedia. Wikimedia Foundation, 16 Mar. 2015. Web. 17 Mar. 2015.

Participant's Name: ______Jewelry – Lapidary Worksheet Page 3 of 4 Attachment – (NOTE: It is not necessary to print this page.)

Important notes of interest:

• — No Unauthorized Changes to YAFA Program No Kingdom, Principality, group, or individual has the authority to subtract from, advancement requirements. Requirements may be added at the Kingdom level, to respect and protect the cultural climate. A youth may complete alternative achievement requirements because of physical or mental disability if the physical or mental disability is permanent, rather than temporary; OR because of religious, cultural or moral beliefs. The youth member must also complete as many of the regular requirements as their ability allows.

— After soliciting parental/guardian input and obtaining parent/guardian approval to submit, the Achievement Mentor shall submit, in appropriate detail, the proposed alternative requirements for the achievement to the Local and Kingdom YAFA administrator for approval. The alternative requirements must be of such a nature that they are as demanding of effort as the regular requirements within the abilities of the youth. Once approval has been given, the specifics of the proposed alternative requirements shall be sent to the Society YAFA administrator for consideration in future revisions of the Achievement worksheets.

 — Who Approves YAFA Division 2 Achievement Tokens? Mentors sign for requirements in YAFA Division 2. When the requirements are completed, the work is reviewed by the Achievement Mentor, or the local Youth Officer or Seneschal.

• — The Two-Deep System and Certifying Completion Youth members must not meet one-on-one with adults. Sessions with mentors must take place where others can view the interaction, or the youth must have a buddy: a friend, parent, guardian, brother, sister, or other relative —or better yet, another youth working on the same subject— along attending the session. When the youth meets with the mentor, they should bring any required projects. If these cannot be transported, evidence should be presented, such as photographs or adult certification. Another adult, for example, might state that satisfactory meals were prepared for Cooking. If there are questions that requirements were met, a mentor may confirm with adults involved. Once satisfied, the mentor signs the worksheet using the date upon which the requirements were completed, or in the case of partials, initials the individual requirements passed.

• — Group Instruction It is acceptable—and sometimes desirable—for achievement s to be taught in group settings. This often occurs at guild meetings, multi-day camping wars or similar events. Interactive group discussions can support learning. The method can also be attractive to “guest experts” assisting registered and approved mentors. Slide shows, performances, demonstrations, panels, and various other techniques can also be employed, but as any teacher can attest, not everyone will learn all the material. There must be attention to each individual’s projects and his fulfillment of all requirements. We must know that every youth —actually and personally—completed them. If, for example, a requirement uses words like “show,” “demonstrate,” or “discuss,” then every youth must do that. It is unacceptable to present tokens on the basis of sitting in classrooms watching demonstrations, or remaining silent during discussions. Because of the importance of individual attention in the achievement plan, group instruction should be limited to those scenarios where the benefits are compelling.

• — Partial Completions Youths need not pass all requirements with one mentor. The Achievement Worksheet has a place to record what has been finished— a “partial.” A subsequent mentor may choose not to accept partial work, but this should be rare. A youth, if they believe they are being treated unfairly, may work with his parent to find another mentor. Partials have no expiration except the 18th birthday.

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