Resource & Activity Guide

The Amazing Architecture of

The Ringling Ca’d’Zan

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How to Use This Guide Architecture is a powerful teaching tool.

Since architects must design buildings that satisfy both form and function, they draw heavily on skills from both mathematics and visual art. The activities in this guide address four different concepts bridging math and art that permeate the architecture of Ca’d’Zan:

- Measurement - Scale - Symmetry - Ratio / Proportion

For each concept, three types of activities are described. A Museum Activity is designed to fit into a class visit to The Ringling. The Classroom Activity could be done onsite or at school, using resources that are readily available. A final Arts Integration Activity provides a more in-depth exploration of the concept that engages multiple thinking modes.

Table of Contents

Welcome, Educators! How to Use This Guide

2 2

About The Ringling Ca’d’Zan 3

Measurement Museum Activity Classroom Activity Arts Integration Activity

4 5 5

Scale Museum Activity Classroom Activity Arts Integration Activity

6 7 7

Symmetry Museum Activity Classroom Activity Arts Integration Activity

8 9 9

Ratio / Proportion Museum Activity Classroom Activity Arts Integration Activity

10 11 11

Appendix 12 – 20

Tile Pattern Template 13

Ca’d’Zan Floorplan 14

Spot the Symmetry worksheet 15 – 16

Rectangular Ratios worksheet 17

Ca’d’Zan Façade 18

For Further Learning Glossary

19 19

About The Ringling Upcoming Saturdays for Educators

20 20

Welcome, Educators!

The Ringling is pleased to offer you this comprehensive resource and activity guide. Designed to complement a visit to The Ringling Ca’d’Zan, this guide contains standards-based activities, images, and worksheets for you to adapt to your classroom needs. The material presented within will help your students connect mathematical concepts to the vocabulary of visual art through the amazing architecture of The Ringling Ca’d’Zan.

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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.

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Measu

remen

t

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.

GOAL To measure the perimeter and area of rectangles.

ACTIVITY Take students to the terrazzo marble terrace on the west side of 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 terrace, near the side of the house.) 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 to find its area. FOLLOW UP Have each team find the perimeter and area of a single tile within the design. Count the tiles contained in the section of floor that you’re working with. Does the entire section’s area equal the areas of each individual tile added together? Why is that so?

DURATION 20 minutes

MATERIALS Rulers, pencils, paper, clipboards

STANDARDS MACC.3.MD.3.5 MACC.3.MD.3.7 MACC.3.MD.4.8

Museum Activity

WORDS TO KNOW: area, perimeter, mosaic, terrazzo

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GOAL To create a pattern using rectangles of a given perimeter and area.

ACTIVITY Copy the Tile Pattern Template onto sheets of gray, pink, orange, black, green, and white paper. Cut out the individual tiles from these sheets (or, have students do this as part of the activity). Divide students into small groups, and give each group a sheet of poster board. Instruct 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 its perimeter and area. Ask: How many tiles will your group need in order to completely fill up the terrace rectangle? Provide colored paper tiles to groups, and instruct them to create their own terrazzo floor design, gluing down the tiles as they go. FOLLOW UP Have students determine the total area covered by each color within their design.

DURATION 30-45 minutes

MATERIALS Copies of Tile Pattern Template, glue, poster board

STANDARDS MACC.3.MD.4.8 MACC.3.MD.2.4 MACC.3.MD.3.7 VA.3.S.2.1

GOAL To sculpt rectangles with various areas and perimeters.

ACTIVITY Give each student a lump of clay and distribute sculpting tools and rulers. After students roll their clay flat, challenge them to form it into rectangles with various perimeters and areas. Once you’ve practiced a few times with different dimensions, have all students create rectangles of the same area and perimeter. Students can decorate the surface of their tile however they wish. FOLLOW UP After the clay tiles are dried and fired, have students experiment in groups to arrange the tiles in designs with different areas and perimeters.

DURATION 45-60 minutes (over 2 class periods)

MATERIALS Rulers, clay, sculpting tools, access to kiln

STANDARDS MACC.3.2.4 VA.3.F.1.1 / VA.3.S.3.1

Classroom Activity

Arts Integration Activity

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Scale

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.

GOAL To determine the scale used in an architectural drawing.

ACTIVITY Lead students to the northeastern corner of the Ca’d’Zan terrace. 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 of the Ca’d’Zan first floor floor plan. Have students identify their wall on the plan and measure it. Using division, students then calculate the scale used on the floor plan. FOLLOW UP Move to the front of the building and have students choose a section of the house façade to measure on the floor plan. Using the scale they calculated, students then determine how long the actual wall segment should be. Students can check their predictions by measuring their chosen wall sections.

DURATION 15-20 minutes

MATERIALS Rulers, pencils, paper, clipboards, Ca’d’Zan floor plan (see appendix) STANDARDS MACC.6.RP.1.3 MACC.7.G.1.1

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

Museum Activity

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GOAL To create scale drawings.

ACTIVITY 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 of the classroom. (A ¼ inch = 1foot scale would be easy to translate to graph paper.) Have students work in groups to draw their own scale floor plans of the classroom. FOLLOW UP Follow the instructions at www.math-kitecture.com/step3.htm to create and upload a CAD version of your classroom floor plans, complete with furnishings and fixtures.

DURATION 30-40 minutes

MATERIALS Rulers, graph paper, pencils

STANDARDS MACC.7.G.1.1 MACC.7.G.1.2 VA.68.F.1.4

GOAL To create an original floor plan design using scale.

ACTIVITY Ask students to imagine what their ideal classroom would look like. For inspiration, students can take images from magazines or internet sources. Using the scale and dimensions from your classroom floor plan, have students draw a scale plan of their ideal classroom. They should include aerial views of their desired furnishings. Instruct students to paste or draw important details of their design (furniture, paint colors, fabric scraps, equipment, etc.) around the outside edge of the design. Students can also color in the floor plan itself using crayons or colored pencils. FOLLOW UP Invite students to share their designs with the class. Ask: Is it easy or difficult to imagine what each person’s classroom would look like based on their floor plan? What are the advantages of using a scale drawing to share a design plan with others?

DURATION 45-60 minutes

MATERIALS Rulers, graph paper, colored pencils, magazines, scissors, glue

STANDARDS MACC.7.G.1.2 VA.68.F.3.1 / VA.68.S.1.2 VA.68.O.2.3

Arts Integration Activity

Classroom Activity

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Sym

metry

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.

GOAL To distinguish between symmetrical and asymmetrical shapes.

ACTIVITY After introducing students to the concept of reflection symmetry, distribute pencils, clipboards, and copies of the Spot the Symmetry worksheet. Have students complete the worksheet as they explore the exterior of Ca’d’Zan. FOLLOW UP Demonstrate how to identify the line of symmetry in a symmetrical design. Instruct students to mark the lines of symmetry on the symmetrical elements in their worksheets.

DURATION 20-30 minutes

MATERIALS Pencils, clipboards, Spot the Symmetry worksheet (see appendix) STANDARDS MACC.4.G.1.3

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

Museum Activity

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GOAL To explore how symmetry is used in buildings.

ACTIVITY Have students search for images of building façades and architectural elements from around the world. (A good site for finding these is www.greatbuildings.com.) 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. FOLLOW UP Having viewed both symmetrical and asymmetrical design elements, instruct students to explain to a partner which type they prefer. Do they like symmetrical designs for some types of buildings, and asymmetrical designs for others? Why?

DURATION 30-40 minutes

MATERIALS Computers with internet access

STANDARDS MACC.4.G.1.3 MACC.K12.MP.5.1

GOAL To draw an image that contains reflection symmetry.

ACTIVITY Have each student find or print an image of a building or architectural element. Students then cut their image in half and paste one half onto a piece of graph paper. Instruct them to draw an XY coordinate plane onto their paper, with the pasted image lying completely within one quadrant. 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 distance for each point in order to create a symmetrical design. Students complete their images by coloring them in. (See http://www.scholastic.com/teachers/top-teaching/2013/05/math-meets-art-symmetry-self-portraits for step-by-step photos of a similar project.) FOLLOW UP Have students paste the other half of their original image onto a new piece of paper and complete a new, ASYMMETRICAL design.

DURATION 45-60 minutes

MATERIALS Graph paper, pencils, magazines or computer access, colored pencils, scissors, glue

STANDARDS MACC.5.G.1.2 MACC.4.G.1.3 VA.4.C.3.3 / VA.4.S.2.1

Classroom Activity

Arts Integration Activity

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Ratio/P

roportion

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.

GOAL To examine geometrical ratios in Ca’d’Zan.

ACTIVITY Explain to students that a ratio is a comparison between two values – for example, a rectangle’s width compared to its height. To familiarize students with the idea of ratios, have them complete the Rectangular Ratios worksheet. FOLLOW UP Using the measurements of the terrace tiles that students found previously, have them calculate the width to height ratio of one tile.

DURATION 15-20 minutes

MATERIALS Rectangular Ratios worksheet (see appendix) pencils, clipboards STANDARDS MACC.6.RP.1.1 MACC.7.RP.1.1

WORDS TO KNOW: ratio, proportion, Golden Mean

Museum Activity

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GOAL To understand the Golden Mean as a proportion and as a component of architectural design.

ACTIVITY Distribute copies of the Ca’d’Zan façade image. Have students measure the highlighted rectangle and write its width (a) and height (b) as a ratio

.

Introduce proportion as a statement showing that two ratios are equal. The ancient Greeks found a proportion of width to height that, they believed, creates the most beautiful rectangles. It can be written as:

The ratio of the longer side to the shorter side equals the ratio of both sides together to the longer side.

=

This is known as the Golden Mean, and its numerical value is approximately 1.618. Using the formula above, have students determine if the rectangle they measured follows the Golden Mean. FOLLOW UP 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?

DURATION 20-30 minutes

MATERIALS Copies of Ca’d’Zan façade (see appendix), pencils, rulers

STANDARDS MACC.7.RP.1.2

GOAL To use the Golden Mean in an art project.

ACTIVITY Lead students in drawing their own rectangles using the Golden Mean. 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, draw the same line segment along the base of the 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.” Have students compose an original, abstract design made up entirely of golden rectangles. Students can line the shapes in black oil pastel or crayon, and then fill in the shapes with watercolors. FOLLOW UP Have students research more about the Golden Mean as it appears in nature and works of art and architecture.

DURATION 45-60 minutes

MATERIALS Rulers, pencils, watercolors, black oil pastels or crayons, brushes, watercolor paper STANDARDS MACC.7.G.1.2 VA.68.H.3.3

Classroom Activity

Arts Integration Activity

b

a

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Worksheets

Images

Other Resources

Appendix

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Tile Pattern Template

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Ca’d’Zan

Floor Plan

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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.

____________________________

___________________________

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________________________________

________________________________

_______________________________

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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

.

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

Height = 1 in.

Width = 2 in.

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Glossary Area The space inside the boundaries of a flat figure Asymmetrical Lacking symmetry Façade The side of a building that faces the public Floor plan A scale drawing of a building or room Footprint The surface space occupied by a structure Golden Mean A number approximately equal to 1.618;

it is the solution to the equation =

where

a and b are sections of a line

Line of A line that divides a figure into two congruent symmetry sides Mosaic A pattern produced by arranging tiles or stones Ogee arch An arch formed by two ogee (S-shaped) curves Perimeter The sum of the lengths of the sides of a shape Proportion A equation of fractions or ratios Ratio A comparison of values Reflection A type of symmetry in which one half of a symmetry shape is the mirror image of the other half Scale Ratio of length in an image to length in reality Terra cotta Unglazed, brownish-red earthenware Terrazzo Flooring material made from chips of marble

set in concrete

For Further Learning

WEBSITES

Math-Kitecture www.math-kitecture.com Math is Fun www.mathisfun.com Architecture in Education Program, Philadelphia Center for Architecture www.philadelphiacfa.org/aie.php archKIDecture, Architecture Education for Children www.archkidecture.org Math for America www.mathforamerica.org BOOKS Salvadori, Mario. Why Buildings Stand Up: The Strength of Architecture. Norton, 1990. ISBN 0393306763 De Groft, Aaron. Ca’d’Zan: Inside the Ringling Mansion. The John and Mable Ringling Museum of Art, 2004. ISBN 0916758478 Laden, Nina. Roberto, the Insect Architect. Chronicle, 2000. ISBN 0811824659 Ching, Francis. A Visual Dictionary of Architecture. Wiley, 2011. ISBN 0470648856

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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.