Some Background:
The arch in this picture is taken from the Cloisters in NYC. The Cloisters is part of the NY Met. It’s based in Ft. Tyron Park in NYC. If you cross the George Washington Bridge headed into NYC, and look towards your left you will see a stand of trees and a stone tower sticking out of the trees. It’s not Rapunzel’s tower, it’s the Cloisters. Please don’t look while driving. Instead, make sure to either let someone else drive or do it during rush hour when traffic is backed up (just a tip).
Later on I will be posting more pictures of my trip to the Cloisters and how I utilize these for teaching purposes. However, as a “taste” of what to look forward to, this picture gives us an opportunity to explore some architecture, structural and historical information. Remember, this is only an INTRODUCTION!
You might note from the picture that the arch is a failing arch which means it is doomed to collapse because this is a modern arch. Of course the light in the center top is a dead give away. Not surprisingly you will not in the other side of the arch, if you look inside it, you can notice how what should be rounded actually has a notch where the stone should continue. The notch caused by the light has upset the setting of what we know as the keystone.
This Roman arch lookalike is set at the bottom of the stairs of the exit of the Cloisters. Let’s discuss what makes the arch such a great architectural design. While not part of the “exhibit” directly, it is part of the overall construct of the Cloisters, meant to be a period piece that conveys the era that the Cloisters come in. Many of the pieces of the Cloister are from old Cloisters shipped from Europe and reassembled in painstaking detail in Ft. Tyron Park. As stated before, there will be additional pictures posted with example of the teaching techniques below as well as more that will be added.
The arch provides a number of benefits. The arch allows for high, stronger structures that provide greater access to interiors of a building and allow for more light to reach the interior. The structure of the arch relies on the keystone, which stays together because of the weight applied on top of it, the more weight, the tighter the fit. As the pressure from above comes down on the Keystone, the keystone sends the pressure down the length of stones along the arch, thus distributing the weight. The walls also provide value as they work, because of the pressure pushing down and outward from them onto the arch which is pushing back. As long as this balance is maintained, the structure remains standing. A further advantage of the previous standard method of opening construction (the door or window) is that more light can be in because the windows can be larger.
The standard method of windows and doors is with us today, the Lintel/Post design is limited in the size of it’s opening to the amount of pressure the center of the Lintel (The bar going across the top of the window or door) can hold. Go to high and those structures holding the opening together fail in the center. Certainly the arch has a similar limitation, but at greater height and weight.
How does this assist teaching:
It would be great to be able to bring the class to the Cloisters. I personally could spend an entire day there and not be bored. However, the logistics of getting there from where I currently work along with the difficulty of scheduling to compete with the schools of NYC, make it an “advanced” level of trip. I’ve done it once, years ago and promised myself that if I did it again, I would have to start planning in August or September of that year.
How do I utilize this in class:
Indirect Instruction:
This is a resource. When giving students projects or assignments, a great way to teach a subject has to do with giving them a place to find the information. Reviewing it, and giving them the information could and should be part of that process. However, the internet is a big place with a number of false leads. It’s in the best interest of the teacher to provide the options and sources of information. To that end, creating a powerpoint, prezi, or a database for them to search gives them the opportunity to learn something on their own. To enhance this, I would try to make sure the format I use it in (such as Google Slides) would allow a student to have access to Read/Write with Google. This can read the information that is in the notes to the student. This of course helps those who struggle or need some support. Before these apps I would record myself reading the information in the notes of the slide and attach the audio file for the student to listen to.
Direct Instruction:
Putting on a slide show can be boring if handled the wrong way. Certainly the information can be relayed. Use of manipulatives helps in this case. I would have many of the pictures printed up and passing around for the students to look at directly, then provide a series of questions that would be asked at each slide. Students could follow along with a worksheet. The questions would all point to the answering the main question of the assignment.
Most importantly, this provides a “leaping off point” for us to explore other avenues of daily life in this time period. It doesn’t matter which culture you come from, everyone had to learn how to make clothes. In India or in Europe, people utilized spinning wheels to make their clothing. In one of the pictures I took of the Unicorn Tapestries, you can see the fine lines of the cross stitching of the tapestry. How did they make it? What were the steps? It’s a simple enough process to explain how this method is still used today, simply look up close on your shirt. You can see the same kind of cross stitching. At this point, we bring in my mother’s spinning wheel, card brush and show them how to spin wool. The same method was used for Gandhi’s “homespun” to link to their previous classes. If I could, I’d show them an actual loom, that was what the tapestry was made on, but that takes up a full classroom and a few days to put together. Certainly, pictures would do.
This is only one example of hands on work that the students can use in class. History doesn’t have to be boring or only about books and reading…
What other classes would it be used in:
The Cloisters stretches across a broad area.
Language Arts
The story of King Arthur, Robin Hook and a number of characters we know from different stories provide access to other classes. There are tapestries that tell stories (the Unicorn Tapestry) – see above. This information could be connected to Language Arts class. Reading these stories as well as the foundation of stories – the Heroes Journey or the conflicts of Man vs Man. These elements of a common story can be reinforced with video clips that catch the eyes and keep the attention.
Science
Or the science of the Bow and Arrow. How does it work, what makes the YEW wood such a good wood for a bow. The aspect of the science of the wood, the fibers, the length of the grain. These are aspects of science that can be taught through history and connected to Science class.
Gym
The school I currently work at does archery as one of the gym segments, which fits into my class in regards to the science mentioned above.
Math
In regards to math, measuring the amount of time it would take to make a garment or article such as a tapestry equals money or cost and value. Breaking down the numbers allows a class the opportunity to factor in compare and contrast of modern cost of living vs the cost of living during medieval time periods.
None of this is in a vacuum. When talking about the time period of the Cloisters, you examining the different aspects of daily life and this brings us around to the beginning. How people lived. The idea that living in the real world today is different, but how. This gets answered in class.