Cordwaining Achievement Division 3 Ages 12 to 14

______

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 /Coronet ______

Participant’s Name: Kingdom/Group:

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

Start Date: Completion Date:

______

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

Leather is one of our oldest natural resources. were one of the most important items that were made from leather – then, and now. Cordwaining is the Medieval term for the art of making. In Division 3, participants will explore shoe making, and what types of shoes are used in the SCA. They will build on the skills taught in Division 2 to make more complex shoes using the proper tools and techniques. They will be challenged to research the differences in types of shoes, and how the shoes and shoemaking changed over time.

Cordwaining Achievement Division 3 Ages 12 - 14

YAFA Division 3 Cordwaining Worksheet completion table

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

Do the following required items:

1. Complete all requirements for Division I and II Leatherworking, and Division II Cordwaining, if not already complete …

2. Explain to your Mentor: a. 5 different types of shoes available in the SCA period … b. What materials were used for each type of shoe? …. c. Why were these shoes popular or useful? d. Who would have made and sold these shoes originally? What guild or cultural restrictions were there at the time?

3. Do the following: a. Explain to your Mentor any hazards you are most likely to encounter while using leatherworking tools … lessen these hazards. b. Show that you know first aid for any injuries …

4. Research 1 historical shoe guild, association, shop, … Report to your Mentor on the following: a. What is the name of the guild, association, etc? b. Where were they located? c. What was the time period it was founded/flourished? d. What types of shoes or material were they responsible for? e. What restrictions were placed on them?

5. Identify 5 different shoemaking tools used in the SCA period …

6. Learn how to properly use a stitching awl and trim knife. …

7. Make a pair of shoes using advanced techniques. The shoes must be documented as being from the SCA period…

8. Do THREE of the following: a. Enter your project into a show or competition. Provide documentation, and cheerfully accept any critiques. b. Decorate your shoes using decorative stitching c. Decorate your shoes using punchwork or cutwork d. Decorate your shoes using incising or scratching e. Decorate your shoes using dyeing or painting f. Add buckles or toggles to your shoe using period … g. Make a shoe-last h. Learn any additional shoemaking techniques acceptable to your mentor

Cordwaining — Worksheet Page 2 of 6

Cordwaining Achievement Division 3 Ages 12 - 14

Do the following required items:

1. Complete all requirements for Division I and II Leatherworking, and Division II Cordwaining, if not already complete. A majority of the ‘OPTIONAL’ items should be completed.

9. Explain to your Mentor: i. 5 different types of shoes available in the SCA period, and the timeframe/culture where they were used j. What materials were used for each type of shoe. Include tannages and types of skin for leather, types of material for textiles, etc k. Why were these shoes popular or useful? l. Who would have made and sold these shoes originally? What guild or cultural restrictions were there at the time?

3. Do the following: a. Explain to your Mentor any hazards you are most likely to encounter while using leatherworking tools and materials, and what you should do to anticipate, help prevent, mitigate, or lessen these hazards. b. Show that you know first aid for any injuries or illnesses that could occur while working with leather, including minor cuts and scratches, puncture wounds, ingested poisons, and reactions from exposure to chemicals such as dyes, glues, and finishes used in leatherworking.

4. Research 1 historical shoe guild, association, shop, fabricum or material producer. Report to your Mentor on the following:

a. What is the name of the guild, association, etc b. Where were they located c. What was the time period it was founded/flourished d. What types of shoes or material were they responsible for e. What restrictions were placed on them

5. Identify 5 different shoemaking tools used in the SCA period. a. How are they similar to modern tools? b. How are they different? c. Are there tools used in the SCA period that are not used now? d. What modern tools were not available in the SCA period?

6. Learn how to properly use a stitching awl and trim knife. This should include proper technique, maintenance, and how to sharpen and strop the blades.

Cordwaining — Worksheet Page 3 of 6

Cordwaining Achievement Division 3 Ages 12 - 14

Do additional items of an elective or optional nature of which three to five must be completed:

7. Make a pair of shoes using advanced techniques. The shoes must be documented as being from the SCA period, and must be of multi-piece construction. Suggestions include:

i. Multi-piece turnshoes (must have a separate sole) ii. Roman caligae iii. A shoe or with a rand or welt to attach the outer sole iv. Other style of shoe acceptable to your mentor

a. Research the item. Use books, museum websites, pictures, etc. A minimum of 3-4 sources should be used. Proper citation of sources is required. b. Use ALL of the following skills i. Layout and patterning ii. Cutting leather or other material iii. Sewing final project iv. Trimming or other finishing v. Wear your shoes for a full day SCA event c. Write up your project, documenting what you did, and how it compares to the historical examples. Include your citations and bibliography. d. Display your work

8. Do THREE of the following: a. Enter your project into a show or competition. Provide documentation, and cheerfully accept any critiques. b. Decorate your shoes using decorative stitching c. Decorate your shoes using punchwork or cutwork d. Decorate your shoes using incising or scratching e. Decorate your shoes using dyeing or painting f. Add buckles or toggles to your shoe using period techniques and materials g. Make a shoe-last h. Learn any additional shoemaking techniques acceptable to your mentor

I certify that the minor listed on page 1 above has successfully completed the requirements for the Cordwaining Achievement Token.

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

Cordwaining — Worksheet Page 4 of 6

Cordwaining Achievement Division 3 Ages 12 - 14

Requirement resources can be found here:

"Areni-1 Shoe." Wikipedia. Wikimedia Foundation, 17 Apr. 2017. Web. 01 May 2017.

Carlson, I. Marc. "Footware of the Middle Ages." Footware of the Middle Ages. I. Marc Carlson, 2005. Web. 3 May 2017.

"EZ-DOC, the SCA Arts & Sciences Easy Documentation-Writing Form." EZ-DOC: The Form That Writes Documentation For You. N.p., 1 Sept. 2012. Web. 19 Dec. 2016.

Frazier, John, and Master Thomas. "The Basic Craft of Turnshoes." The Compleat Anachronist 3rd Quarter 140 (2008) Print.

"Pampootie." Wikipedia. Wikimedia Foundation, 12 Apr. 2017. Web. 01 May 2017.

White, Kenneth G., and Nicetas Of Antioch. "Making a Pair of Medieval ‘bag’ Shoes."The Barony of Carillion - Articles. Barony of Carillion, Web. 01 May 2017.

Cordwaining — Worksheet Page 5 of 6

Cordwaining Achievement Division 3 Ages 12 - 14

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 3 Achievement Tokens? Mentors sign for requirements in YAFA Division 3. When the requirements are completed, the work is reviewed by the Achievement Mentor, or the local Youth Officer, the local Arts 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. 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. ______

Cordwaining — Worksheet Page 6 of 6