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Contents

Form: Host's Demo. Evaluation Sheet

Form: Instructor's Fact Sheet

Form: Instructor's "Need to Know" Sheet

Form: Instructor's Demo Evaluation Sheet

Outline and Handout: Heraldry

Outline: Life of the Medieval Child

Handout: Herbal and Food Recipes

Outline: Games

Outline: Period Clothing

Outline: Dance

Outline: Arms & Armor. Fighting Notes

Tax Form (Suggested Notes)

   
 

FORM: Host evaluation of demonstration

Dear Educator,

We would like to thank you for welcoming A Knight's Tour into your school recently. We also look forward to your letter of recommendation/evaluation (see Professional Services Agreement). Your letter can make a large difference in evaluating and improving our program, as well as in our efforts to acquire grants.

To aid in the evaluation portion of our program, we would appreciate your comments on the following questionnaire. Thank you.

The Date of the Demo was : _____________________

The Location of the Demo was : _________________

Did the classes begin on time? _________________

Were the classes and material as you expected? _______

You may have been asked to work with your students prior to the demonstration on certain aspects (Heraldry, for example, with its work sheet). Were those preparatory materials (circle one)

Adequate or Inadequate?

(If Inadequate, please illuminate in the comment section.)

Were our visual aids (circle one)

Adequate or Inadequate?

(If Inadequate, please illuminate in the comment section.)

With what activity did your students become the most involved?

__________________________________________________

What activity did your students best remember after our visit?

__________________________________________________

What subjects matched your learning objectives the best?

___________________________________________________

What subjects introduced new ideas to you? __________________

______________________________________________________

What handouts/displays were the most effective for you?

______________________________________________________

Please feel free to suggest improvements and special commendations. We are always eager to improve our demonstrations. If you have a lot of ideas, consider the offer mentioned in the next paragraph.

A Knight's Tour's Panel on Educational Training (POET) Board is looking for professional educators to help us review, expand and improve our program. Members are asked for input, ideas and comments on a variety of issues such as Instructor Training, Class Content, Lesson Plans, Preparatory Demonstration Materials and Publicity/Grant Writing. Usually conducted through the mails (no mandatory board meetings), the POET Board is an excellent way of contributing to the continuing growth of this important style of education.

Would you like an application to be on the POET Board? _______

General Comments: _____________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Comments may be quoted, unless you indicate other preferences.

(Name and Signature)

Thank you for your input. Date: _____________

(Your groups contact and address here)

FORM: Application to be an Instructor:

Name _____________________________________________

Society Modern

Address _____________________________________________

City, State, Zip: _______________________________________

Phone # _____________________________________________

Home Work Message

I should be available for Demos at these times/days of the Week: _____________________________________________________

(All Demo personnel are called on a case by case basis. You are not promising that you will do any particular demonstration, only that you won't mind being called about them.

Please mark the following concerning our 3/4 hour classes.

Mark "H" for `I Have Taught', Mark "C" for `I Could Teach' and 'W' for 'I Want to Learn to Teach This'.

(__) Calligraphy (__) Illumination (__) Heraldry

(__) Making Cloth (__) Spinning (__)Felting

(__) Loom/Card weaving (__) Dancing (__) Music

(__) Songs/Stories (__) Games (__) Q & A Time

(__) Medieval Women (__) Castles (__) Science/Arts

(__) Trade & Cultures (__) Feasting (__) Foods

(__) Armor (__) Costumes (__) Fighting

(__) Shakespeare (__) What's a King? (__) Religions

(__) Poetic Forms (__) Life Med. Child (__) Courts

(__) Horse History (__) War & Battles (__) Architecture

The infamous "OTHER" _____ and what is that, pray tell? __________________________________________________

How many hours a month would you like to be involved?

q "Background Worker" (1-3 hours a month)

q "Studious Worker" (4-8 hours a month)

q "Nobel and Exalted Worker" (9-15 or so hours a month)

q "Seriously Brain Dead Worker" (20 or more H/Mo.)

q I have my own transportation YES NO

q I have my own equipment for the classes I have marked "Have"

Comments:_____________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

FORM: Demonstration information sheet to Instructors.

Dear SCA Instructor. This is designed to

1) Give you information about the upcoming demonstration, dates/times, directions, phone numbers, etc.) Please check that all is correct!

2) Confirm what you need to do the demo: (Props, Foods, Garb)

3) Indicate what monies should be available for honorarium, and expenses.

You are: _____________________________________

Your Phone is : ________________________________

Your Address is _______________________________

The date of the Demo is : ________________________

The Location of the Demo is : ____________________

Our Contact(s) at the School is (are) : ______________

_____________________________________________

The Directions are attached: _____ (yes)

Approximate travel time to the demo site is: _________

We are expected at the Demo by __________________

Your Class is : _________________________________

The Time the first Class begins is : _________________

How many classes, breaks, lunch when, etc. _________

_____________________________________________

You need to bring : ____________________________

We will supply : _______________________________

Mileage: (Odometer Reading Start and Finish:) _______

Anticipated Honorarium is : _____________________

Other anticipated expenses : _____________________

(Your group's contact person's phone and address here)

38)

FORM: Evaluation of the Demo by the Instructors. (After the Demo, please fill in the accompanying evaluation

"GEE, IF I ONLY HAD HAD THESE ITEMS/SERVICES PROVIDED, MY CLASS WOULD HAVE BEEN EVEN BETTER" Sheet.

This is an evaluation form for the class you have just done. A similar one is scheduled to be given to the teachers at the school. Between us, we should be able to continue to improve our demonstrations for all concerned.

The Date of the Demo was _______________________

The Location of the Demo was : _________________

Your Class was : _____________________________

The Map and Directions to the site were (circle one)

Adequate Inadequate Incorrect

Was there enough time before the demo started to get ready?

(circle one) Adequate Inadequate

(If Inadequate, how much more time was needed? ____

Did the first class begin on time? (circle one) Yes No (If not, why? _______________________

Were the classes, breaks, lunch, etc. as you expected?

(circle one) Yes No

You were asked to bring certain things. Was that list

(circle one) Adequate Inadequate Incorrect

(If Inadequate, how much more was needed? If Incorrect, Why? ______________________________________________________

You were told we would supply certain things. Was what we supplied (circle one) Adequate Inadequate Incorrect

(If Inadequate, how much more was needed? If Incorrect, Why? ______________________________________________________

What else could be supplied to help the Demo in General: ______________________________________________________

What percentage (if any) of your honorarium do you wish to go to an SCA fund? (0-100%) _____

Which fund (if applicable) shall we send it to? _________________

(Your group's contact person's phone and address here)

CLASS OUTLINE: Heraldry

I. (10 minutes) Introduction.

A. Need for heraldry as an identifier.

1. When in armor, all look alike.

2. Heralds were the Motor Vehicle Licensing division of their day. Shields = License plates.

3. Used as personal identification, as few could read.

B. Decided on basic rules

1. Rule of Tincture

a. No metal on a metal, color on a color.

b. Still used today (books, packaging, traffic signs)

2. Rule of Symmetry.

a. Balanced, even, no motion indicated.

3. Rule of Simplicity.

a. Uncluttered, easily recognizable shapes were desired.

4. Divisions, Charges, Borders.

III. Students make their own devices.

A. Instructor reminds them:

1. Follow the three rules of Tincture, Symmetry and Simplicity.

2. If a correcting suggestion is made, it is because of the ancient rules of heraldry, not because the student is not a good artist.

3. Suggest they get inspiration from their name, their parent's occupation, favorite hobbies and the like.

Ideas for further work in Heraldry:

Rearrange the Balance on the following shields (give problems)

Blazon the following arms (give problems)

Draw the following placements:

Per pale, per bend, per fess, per bend sinister.

Emblazon the following arms. Sable, a Lion, Or.

Names you can Cant (draw a visual picture of)

Cooper (a person who makes barrels)

Bill (a type of spear)

If your name ends in son (Anderson, Williamson) you may try a sun.

Create arms using the following names: Water, Horn, Deer, Ashley,

Heraldry Worksheet

Supply List: Colors (Crayons (R), colored pens, pencils, felt markers) in Purple, Black, Red, Green, Blue and Yellow (or Gold). Regular 2H (soft) Pencils, Rulers, erasures, protractors and shape stencils (circles, squares, oblongs.)

Students: Heraldry was a major element in the every day life of a Medieval noble person. A Coat of Arms was proudly displayed on armor, clothing, surcoats, dishes, doors, fireplaces, banners, bags, castle walls and cups. You will be designing your own unique Coat of Arms following a few of the basic rules of Heraldry the Instructor from A Knight's Tour will teach you. You can then put it on your classroom wall, your shield, your clothes, or locker. Fill out this worksheet with your ideas and designs. We will work on your final design in class. Sla'nti' (Irish for "good luck"). Sir Brand.

The Medieval Heralds used seven "tinctures" divided into two groups; Metals and Colors. The Metals are Or and Argent (Gold and Silver). (Yellow and White are considered the same as Gold and Silver). The Colors are Purpure (Purple), Sable (Black), Gules (Red), Vert (Green), and Azure (Blue). Heraldically, there is no difference between shades of a color; light blue is the same as dark blue and Kelly green is the same as forest or sea green.

To chose your livery, (the tinctures that will be used to paint your Coat of Arms) pick both Metals and one Color OR two Colors and one of the Metals, OR one Metal and one Color. These will be your livery-tinctures.

The Rule of Tincture: When designing your Coats of Arms, do not put a Metal on a Metal, or a Color on a Color. Remember traffic signs, books and advertising all rely on this Rule of Tincture. The more contrast, the better.

Look at magazines, books about the middle ages or your own environment and select some things that are 1) important to you, 2) pleasing to you and 3) did exist in the middle ages (dogs, cats, wheels, swords, books and flowers are good. 1993 Ford pick-ups are not a good idea, because they didn't exist then.)

Keep your ideas Simple, Balanced, and within the period (within the time frame of the Middle Ages, 1066-1650.)

The main purpose of Heraldry was for identification. Everyone had to be able to clearly recognize your Coat of Arms from across a battle field. Keep the Tincture combinations bright (no Metals on top of Metals, no Colors on top of other Colors), keep the design balanced and uncluttered and you will have a medievally correct Coat of Arms.

CLASS OUTLINE: Life of the Medieval Child:

I. Introduce self:

II. Tell what they (the students) and you (the instructors) are going to do. Three minutes.

A. Hear about life of the medieval child, their daily activities, chores, meals. Seven minutes

B. Try some of the activities a medieval child would have done

1. Look at dishes, utensils, coins, tools of iron, wood, stone and

any other items you have to show.

2. Sort wool.

3. Card wool.

4. Make the earliest form of felt ("Wool in a Shoe").

5. Prepare an herbal compound by hand grinding and mixing.

6. Try some examples of medieval food (at the end of the period). (If you feel it more manageable, feed them during the introduction). Provide recipes. Note: Anything to do with food should include proper health department certification of the people cooking and their location.

7. Answer any questions about the middle ages they may have.

8. Learn a Song (if time)

Medieval Herbal Display

You have the opportunity to create your own unique Medieval Herbal cleansing compound. All items are natural, earth-friendly and really work. You may copy this information down to try it at home.

The Baking Soda is used to help grind up the herbs. It is also a scrubbing agent and an active reactive agent.

The herbs you can use are as follows:

Thyme (antiseptic, disinfectant, fungicide, bactericide)

Dried Lemon Peel (or Orange Peel) (antiseptic, disinfectant, insecticide, and insect repellent and smells good.

Nutmeg, Rosemary, Lavender, Sage, Oregano, Peppermint and Bay are all antiseptics, bactericides and fungicides.

Your group should select a pinch or so of up to eight (8) of the ingredients.

Mix and match to please your sense of smell.

Grind them in a bowl or the mortar and pestle with a little Baking Soda. Then add a palm of Baking Soda to the finished finely ground compound (about 1/4 cup).

Put it in a napkin or paper towel, take it home and try scrubbing your sink with it and a wet sponge.

Tell your group and teacher how it worked.

Medieval Recipes

Savoy Biscuits:

3/4 cup Sugar, 3/4 cup Flour, 2 eggs,

1 Table Spoon ground of Anise seed (or less)

Grease muffin tin. Mix all ingredients and fill muffin cups 1/4 full. Bake at 350 degrees for about 15 minutes.

Urchins: (Sausage Hedgehogs, ~1450 c.e.)

For 10-12 Urchins. 2 lbs. ground pork, 2 tsp. ginger, 1 tsp. salt, 1 tsp. sugar, 2 oz. slivered almonds. Mix pork and spices, form into elongated balls 1.5-2" in diameter. Insert 8 or more almond slivers to suggest spikes. Bake on a cookie sheet in a 350 degree oven for 30 minutes until medium brown. Drain before serving. (45

CLASS OUTLINE: Games

I. Introduction: "We are going to show some games and then we are going to play some games."

II. Liken their time and ours

A. Both then and now played games.

B. Chance, skill, counting, sport are still fun.

III. A game could be anything, as long as there was skill involved (and luck) and both sides agreed to the rules.

IV. Played games with many variations.

A. There is no one way to play things.

B. Anything goes as long as it is fun and fair for all playing.

V. Games also used to teach skill, such as jousting.

VI. Many games still the same.

A. Skittles/Pin Ball, bowling, dice, running games, hide and seek, touch iron/TV tag, Chess, catch.

VII. Take the class to each game station and demonstrate how each game is to be played.

VIII. Break students into groups.

A. Let about 5-8 play at each station (2 skittle boards, rope and ball skittles, cup and ball, ring and stick, tilting, bean-bag...for about 5 minutes before you switch them (or until everyone in the group has at least one pull or go at that game).

If you have time

B. Group games like "King Caesar" or other chase games can be played.

See Book List at the end for more information and suggestions.

CLASS OUTLINE: Period Clothing

I. Introduction

A. Your Name

B. What doing today

1. See and hear about many types of Clothing

a. How they are similar to our clothes today

b. How they are different from clothes today

2. How clothing developed over time

a. fashion

b. necessity (cold, etc.)

3. Get to try on many types of clothing

II. Lecture

A. Clothing serves many functions

1. Protection

2. Identification

a. Class

b. Position

3. Have class name some ways clothing still protects and identifies (firemen, police, teachers wear nice clothes, ties, coaches may wear sweats, construction workers wear hard hats, and continue to wear them off hours (protection and status). We all wear Levis for style and to keep us protected from cold and abrasion.

B. Style

1. Skins and wrapping, togas, etc.

2. Take the T-shirt, basic fits any size style, goes back Thousands of years

3. Layered clothing for warmth

4. Show how fitting began to influence fashion

5. Accouterments and accessories, handbags, pouches, hats, vales, belts, and their dual role as functionary and accenting additions.

6. Have a fashion show of sorts, bring up students one at a time, put on a cape, etc., let them keep it on till the Costuming Melee' at the end. This will get some of the student's into garb early, and be able to show the proper way of treating the clothes.

DANCE

by Master Trahaearn ap Ieuan, OP and

Mistress Janelyn of Fen Mere, OP.

I Introduction

A. Your Name

B. What are we going to do today

1. Talk about who danced in the middle ages, and why.

2. Talk about some of the kinds of dances they did.

3. Learn and dance some medieval dances.

II. Who and Why

A. Ask class for reasons why we dance today, and then comment upon them.

1. Social: chance to dance with old friends, meet new people,

show off new skills and/or new clothes. One of the few

socially acceptable chances for unmarried men and women

to be able to touch in public.

2. Exercise: Learn skill and coordination. Even used for military training.

3. Fun: dancing games.

4. Ceremony: weddings, big parties, processionals, church

services.

B. Who danced?

1. Probably everyone danced, although nobility certainly had

more time for it.

2. Sometimes the peasants copied the nobility's dances,

sometimes the other way around.

3. All ages: at big dances, would start out slow, easy dances.

Things sped up as the folks went off to bed.

III. What Kinds of Dances?

A. Different than modern dancing: instead of just kind of moving

around to the beat, there were specific ways different dances were done. Some dances were couple dances, kind of like the waltz or tango with specific steps. Some dances were more like square dancing, where you dance with a group in certain patterns. Some were just easy dances done in big groups.

B. Some dances were one everyone knew ahead of time, some taught at the dance.

C. Couple (courtly) dances:

1. Demonstrate briefly how to do a pavanne, or some Italian or

Burgundian dance. Goal: Gracefulness (15th & 16th

Centuries)

D. English Country Dances

1. Describe: A group of people in a line, weave in and out in

different patterns. At least three sections with choruses in the middle. Goal: follow pattern. (English 17th C.)

E. Group Dances (Bransles)

1. Describe: Done by everyone. Quick and easy to learn and to

dance. Time to chat with others. Goal: Be social, get

everyone involved. (France 1589)

IV. Teach Dances

A. Get everyone up and holding hands in a circle.

B. Double Bransles: Teach a double step (Step-Approach-Step-Together), go from there.

1. Double left, double right, double left, single right, kick

left-right-left.

C. "That was pretty easy, and gets kind of dull, so they did

variations on that."

D. Single Bransle: Teach the step variation, then tell them you're

going to show them a way they varied a dance by making it a

game. Tell them it's important for the game that they keep

holding hands, and keep doing the dance steps.

1. Double left, single right, double left, kick left-right-left.

2. After a few repetitions, drop hands with the person on your

left, and begin tangling.

E. Optional Dances

1. Bransle Montarde: Lines of four people. Do four doubles to

the left, then the first person does a kick left-right-left and

jump while turning, then the second person does the same

and so on. Then start over again with the doubles, with the

first person in line weaving down.

(Dance is continued on the next page)

(Dance, continued from page 49)

2. Pavanne: Teach Single-single-double (ssd) pattern idea.

Dance goes, ssd left, ssd right, ssd left, ssd right backwards

on the right. Women circle around men with ssd left and ssd

right. Men circle women with ssd left and ssd right.

3. Bransle Charlotte: Double left, kick left-right, double right.

That again. Double left, left-right, single left, left-right-left,

single right, right-left-right, and double right.

See Book List at the end for a list of some music sources.

CLASS OUTLINE: Arms and Armor.

Arms and Armor: Outline for a half hour class:

I. Lecture and demonstration- 15 minutes

II. Try on of armor by students, 15 minutes, Q. & A. with any time left and during try on.

A. Stress these three points. Show examples.

1. Armor never kept you from dying. It mostly kept close calls and near misses and glances from doing fatal damage. Good direct hits usually could be fatal no matter what was protecting you.

2. There are many kinds of Armor depending on the period in history, the place or country, and wealth of the owner. Full Plate (like in the movies) was relatively rare. Chain mail, Boiled Leather (Couer Bouli' (sp), Brigantine, Lorica Segmenta, Ring Mail were much more common for many more people. Only the rich could afford full plate. It was expensive to make and expensive to upkeep.

3. Armor was heavy and hot, even just leather armor. But, the weight is distributed among the body parts, and when you wear it a lot (like for 12 years or so) you get used to it. They could fight in it quite well. The late period jousting armors were cumbersome, but the majority of armor was quite wearable.

B. Armor is still worn. Armies, police, fire fighters, SCUBA Divers (They wear Chain Mail Shark Suits) and Meat Cutters (They wear Chain Mail Gloves. Its purpose? To be totally flexible, yet prevent cuts, same as back in the Middle Ages)..

C. Armor protected the warrior, his tools, (his weapons) were designed to break down the enemies defenses.

1. Have the students name weapons they have heard of, ask how they think they were used. Correct if wrong, or support what is right.

2. Explain the difference between a mass (smashing) weapon and a cutting weapon (Swords, halberd) and a piercing weapon (arrows shot from a longbow are deadly (can go through your armor, you and into your horse) 3 football fields away.

D. Ask for other questions.

II. Let the students try on the various armor pieces. They will generally really like the chain mail, the gauntlets, and the helms.

Caution: Watch for Head injury when letting children try on helms. If they tip back too quickly, it may damage the neck.

Have a gambeson to keep the student's clothes clean. Do not let the students punch each other with the armor on. Do not have child sized armor. We need to stress that our style of fighting is an adult sport.

Always caution them to not try this at home. Have them repeat after you "I will not try this at home". We purposefully do not have child sized armor, but rather heavy adult armor, to help convey the reality that this needs to be respected as an adult sport, just like professional football, and not to be tackled while underage.

During the Fighting Demonstration, demonstrate both slow work and full speed. You will always get "Kill him! We wanna see blood". For a while, I got tired of arguing the point that this was a chivalrous battle, we didn't do that, etc. I considered dropping the fighting from our program. Then I realized by discussing the point of "why I won't strike my fallen foe", the discussion gets them to think about it. They ask "Why" and we then verbally wrestle the merits of `might for right' and the discussion is usually more meaningful to them than the battles.

Tax Form (Check with the IRS for current regulations/forms)

Good Friend Date:_____/_____/_____

This is for your records and taxes, as needed.

You did a Demo for the Madrone Demo Company, "A Knight's Tour" on ___/___/___. Thanks to you, $____.__ was donated to the ____________________.

To come to the Demo, you incurred some expenses. We have you down as traveling _______ miles. The IRS allows up to $0.24 per mile deduction. Enclosed please find check # ______ in the amount of $__.__.

This includes $__.__ for Mileage

(____miles at $0.__ per mile. If less than IRS guidelines of $0.24 per mile, (due to budget restrictions), you may be able to deduct the remaining monies from your Taxes as a donation (consult with a tax professional first).

This also includes $__.__ for food allowance for the day.

This also includes $__.__ for expenses you have incurred directly

(copying, purchasing of fabric, etc. This portion must be justified with an expense sheet and receipts.)

This also includes $__.__ as an Honorarium, which must be claimed on your income taxes as income, (consult a tax professional).

Total Gas $__.__

Food $__.__

Exp. $__.__

Hnrm $__.__

--------------

Total $__.__ on check # ______, dated _______

Thank you.

(Budget Number)

Society for Creative Anachronism Tax # XXX.

 

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