Architecture Notebook

Toviea Dillahunt

Architecture Notebook

MWF 8:00am – 8:50am

 I found this example at the Westview Cemetery. This image is of an obelisk, which is the Egyptian revival style. The purpose of this obelisk is, it is put in cemeteries so that it can unite the physical world with the spiritual world. It is connected to its Egyptian style because back in those times, the obelisks were created to symbolize the sun god. Obelisks were built in honor of someone who died, but if your name wasn’t anywhere to be found on it then you would remain dead. Pharaohs would have monuments built in honor of them so that they would still be remembered after their time was completed. These were built over the deceased in honor of the life they lived. There would be inscriptions carved onto them telling the significance of the person whom it may stand over. This connection to the Egyptian style is why because these obelisks were located in a cemetery over someone’s grave also with inscription on the obelisk. This was in a group of 4 obelisks just like the pharaohs used to have them built, not just one by itself.

 This example is of a pointed arch from the Medieval period of the Gothic revival style. This is located at the front door of the First Baptist Church. The purpose of this building is that it is a church, meaning that it used as a place of worship. This architecture was very ecclesiastical. A lot of surviving Gothic buildings are churches, either substantially still intact or have been restored. The purpose behind the pointed arches during the Medieval period of the Gothic was that it was it was more supportive of the building. It was stronger than the rounded arch so that they could be able to put more spaces in closely together. Using the pointed arches, meant that they could also make the walls thinner because of the strength from the pointed arch. It also, helped the building structure of the churches because it made them bigger. It elongated the naïve and the apps. Giving the building more space and more space to fill it with the different stain glass that is throughout a Gothic church.

This example is of the Classical period of the Roman revival style. It is a rounded Roman arch founded in Farmville. The Romans didn’t create the arch but they made it so that it could support larger amounts of weight by making them out of concrete. The image example shown here is of a roman arch made out of concrete supporting the large building. This shows the rounded arch connecting back to the Romans. The Romans didn’t only use this rounded arch but it was spread throughout other groups of people. Because it had a stronger support to it, many arches were put together to form ceilings or roofs. They were also used to form vaults that other styles of buildings started using as their structure. The principles of the rounded arch were used to create a hemispherical ceiling, which was an early example of a dome. The arch was a very humble material during the time of the Romans for them to create aqueducts, bridges, amphitheaters, etc. Even as decades came and gone and it was spread throughout different people, it only continued to get better. The rounded arch went through each revival style that preceded it and just improved with the construction and stylish improvements added to it by each period.

This example is of the Classical period of the Greek revival style. It is called Farmville Baptist Church. The style of these columns is the Ionic from the Ancient Greeks. The three styles that were adopted by the Romans from the Ancient Greeks were the Ionic, Doric, and the Corinthian. These three orders have been consistently used throughout European styles. The purpose of these columns in this example that connect to Ancient Greek is that it works as a post and lintel system. The columns are wider at the bottom and thin out as they approach the top, the lintel. This shows the Romans view on which certain columns should be placed in the outside or inside of the building.  The Ancient Greeks set it so that the Doric was mostly used on the outside of buildings while the Ionic and the Corinthian were used inside the buildings. To make it less busy on the outside until you walked inside. The Romans, however, didn’t see the same views about the columns as the Ancient Greeks did, so they used all three orders of columns on the outsides.

 This example is of a Romanesque church from the Medieval period of the Romanesque revival style. It is call the United Methodist Church. Romanesque architecture is known for its thick walls, massive structure, rounded arches, groin vaults, etc. Each Romanesque building has its clearly defined form. Their structure is a regular simplistic look that was followed by the Gothic buildings. This style and design can be identified across Europe despite the different materials used. Many castles during the Romanesque period were built, but all these castles were greatly outnumbered by the churches. Many of these churches built are still standing today. On the outside of these churches they had the scene of the last judgment. This was to show the Christians that this was a serious matter that was thought to scare them walking into the church. On the outside of the image example, the stain glass is of a scene with Christ in it depicting the last judgment. It also has scenes next to it depicting Mary, and a younger version of Christ. These were not always on the outside of the Romanesque churches, but were put there so that the Christians knew that they were serious. That if they needed to repent that they should do it as soon as they get inside the church and fix whatever they’ve done before the return of Christ.

 

 

 

 

 

 

 

 

 

 

R.R. Moton High School

My LSEM class took a visit to the Moton Museum, formerly known as the Robert Russa Moton High School. This building is the sole National HIstoric Landmark of the U.S. Civil Rights Movement. In this museum, it had different exhibits on the courageous acts of students and their families trying to make segregation into integration. I think that if I was alive during this time, I would be right by the side of Barbara Jones to try to make a difference. I would use my voice as often and as loud as I could to make a difference. I would not give up that easily, I would die trying with everything I had in me. During this time, the position and my decisions wouldn’t completely change if I were a different race, but they would be different. I still would fight to change the way things were, but I also feel that there would be only so much I could do by myself as a more dominant race. What happened during this time period were wrong, but they are the events that made our history what it is today.

Moton Museum

We went to the Moton Museum last week to learn about Farmville’s role in the Brown v. Board of Education ruling. I never knew Farmville had such historic significance. I can’t imagine how brave the students who took part in that protest must have been during that time. I don’t much care for history lessons in general but this was a real eye-opener.

The layout of the museum was certainly a clever use of space, but I found it too complicated to be able to understand the storyline from walking through. I guess the whole point was to emphasize the complex nature of events and contradictions in the process. As an artist, I liked the aesthetic theme, although the sort of incongruous columns made the already cramped space seem smaller.

I don’t think I will be going back there willfully, because places that hold memories like that tend to be depressing to me, even though eventually the problems were righted. It’s like freezing sadness in time. Sure we should all be grateful for what we have, and certainly appreciate the sacrifices of those who suffered to get us here, but I prefer to look ahead rather than looking back.

My Reaction Towards the Moton Museum

The Moton Museum was once Robert R. Moton High School; this high school was an all black school, and the students were so underprivileged they decided to walk out. Pretty courageous. Front Royal Virginia was having a similar issue with the civil rights of African Americans. This small town in “NOVA” was pretty important in the late 50′s, early 60′s. I didn’t realize how important my hometown was until i saw a plaque that had the name: Warren County High School. Whaaaaaaat? No joke, my towns first high school was on a plaque in a museum three hours down the state.   I almost passed right by this plaque, but I saw “Warren County”. I had to take a real good look at it to make sure it was my Warren County. Wow. I stopped in awe as I read the words that were on that plaque. In 1958 Warren County High School closed because 3 African Americans wanted to get an education. Is that such a terrible thing to want? Education? Knowledge? Why was that so scary for people to grasp. This museum is dedicated to the struggle America went through to finally give African Americans the rights they deserve, because they are humans, just like white people, their pigment is just a little different.

The Moton Museum

I thoroughly enjoyed my visit to the Moton Museum here in Farmville. It’s such an odd thing, thinking about how life used to be for your average African American living in the United States. I’m so glad that people decided to stand up for what they knew was right. People shouldn’t judge a soul because of the body it inhabits. We are all amazing beings and we are still struggling to learn to love. Hopefully one day everyone will realize that it’s not bad to be different from others, especially the insignificant differences that place people into categories. That’s exactly the kind of message the Moton Museum gave me when I walked through the building. It was like stepping back in time and being surrounded by all the chaos of injustice that these poor people had to deal with because of something as trivial as the colour of their skin. Seeing and reading about things like this makes me appreciate the rights given to me as a human being and the rights bestowed by the common man.

Moton Museum

This past week my LSEM class visited the Moton Museum. The Moton Museum was at one point a school for the black children of Farmville which was segregated from the white school in Farmville. This school was certainly separate but not equal. It was made out of poor materials and was unsuitable for children to be in let alone a learning environment for it had no air conditioning or heat. It was also in a very poor location; right at the corner of two highways. This actually caused an accident. A bus came barreling into the school causing the deaths of five kids ranging from the ages of 14-18. Barbra Johns, a senior at the school, had already begun preparations for a strike of the students for better conditions and more equal rights by the time of this accident. One of the girls who died in the accident was friends with Barbra and this fueled her strike forward even more. Barbra’s strike, which all the students in the school participated in, was the only student led initiative to become apart of the Brown vs. Board of Education trial.

In going to this museum I didn’t have any prior knowledge about what it was so everything was pretty new to me. It was really interesting  to hear about this account of civil rights. And it’s always amazing to hear about these things because Barbra was my age and yet she made a difference in her community and in the life of others. I have heard about the Little Rock Nine, a group of nine black students in high school how volunteered to go to the white high school in their town in an effort for their community to come to terms with desegregation. It’s amazing that Barbra was able to stand up to the world at just 18 years old and demand to have her rights because she needed them. It’s truly inspiring.

At the beginning of the year the freshman class was require to read The Immortal Life of Henrietta Lacks. Henrietta and Barbra lived in different time periods but both of these African American women had such a huge impact on the lives of others. The difference between the two is that Henrietta unknowingly gave science one of the greatest discoveries and Barbra took the initiative to change her life. Both of these ladies had rights taken from them though. Barbra should have had the right to an education and that right had been taken from her due to racism. Henrietta also was not given her full rights when her doctor took her cells with out her knowing and then proceeded to send them to thousands of other scientists all over the world and then millions of dollars were made off of these cells. Neither of these women were given their full rights as american citizens.

Moton Museum

Until recently I had only heard that there had was a student-led strike in Farmville and that it played in the Brown v. Board of Education decision, but I didn’t really know anything about Barbara Johns leading led the students at Moton for a better school. I thought that it was very interesting the way the museum showed the support and backlash from the community. I think if I had been around at the time of segregation, I would have supported them against it, but I can’t say I would have been all that active in its undoing, just because thats not really who I am.

Monton Museum

 

This week in LSEM, we took a trip to Farmville’s Monton Museum. It is in the building of a previous Farmville high school during the Civil Rights Movement. During this time, the high school served to African-American students exclusively under the “separate but equal” law. The conditions in which these students received their education are not only appalling to our modern idea of how schooling should be, but were worse than most other schools for African-American students at the time. Due to this great injustice, one outstanding student, Barbara Johns, rallied with her fellow classmates and began a strike against the school, demanding that their learning conditions be changed before they return to class. This soon became the only student-lead initiative involved in the famous Brown vs. Board of Education Supreme Court case. Coming to Farmville, I was unaware of the impact it had on American history. After attending the Monton Museum, I am completely inspired by Ms. Barbara Johns and am honored to be attending college so close to such an influential building. I would like to believe that if I were in her situation, I would do the same. If I were a white female attending high school in Farmville at the time, I would stand up for their cause as well, even though it does not effect me directly. I am a strong believer in equality for all whether it be based on race, ethnicity, socioeconomic status, gender, sexuality, or any other social paradigm and would like to believe that the societal roles and values of the time would not change that about me.

Moton Museum

This past Monday, my LSem class visited the Moton Museum located in Farmville down the street from Longwood University’s campus. This museum commemortates the civil rights movement in education. R. R. Moton High School, where the museum is now housed, was the site of  a historic civil rights action held by the students in the segregated public school. The main room of the museum houses a large projector screen where guests are invited to watch a video reenacting the speech given by Barbara Jones, a student who incited her peers to take a stand against the outrageous conditions they were forced to learn in. These conditions included overcrowding, hand-me-down materials, and limited funding. Barbara Jones reminds me a lot of  Hentrietta Lacks from The Immortal Life of Henrietta Lacks by Rebecca Skloot. Like Henrietta and her family, Barbara Jones ignited a fire in people to make a change not only for their own benefit, but for the benefit of generations and generations to come. The efforts of Henrietta’s family have greatly improved the confidentiality and protection in medical situations, and likewise, Barbara Jones and the other students’ protests played a great role in the well known Brown vs. Board of Education Supreme Court case. This case nullified the “separate but equal” standard in public education. Visiting this museum really opened my eyes to how even a small group of people can do big things. The museum was set up in a very hands-on manner, and allowed me to visualize actually walking through the halls of Moton High School and the streets of Prince Edward County and feel the same things that I imagine the students and community felt in these times of racial inequality. I believe that people from every race and background should have an experience such as the one I did when I visited the Moton Museum.

Moton Museum

I find student-lead revolts inspiring, so naturally, I enjoyed the Moton Museum very interesting. I really liked the effect created with the video when it seemed like you were sitting in the actual assembly where it actually happened. STAND UP