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. 2 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. 3 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 4 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 5 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 6 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.