Saturday, January 21, 2012

Farm Tools Exhibition at Museum Village

Farm Tools Exhibition at Museum Village

Pre-Visit/Post-Visit Activities for the Classroom

Essential Question: What was life like on a farm in 19th century New York State, and how is it the same/different from my life now?

Overview: Students will listen to the book Farmer Boy by Laura Ingalls Wilder read aloud by their classroom teacher and keep a response journal. After a class visit to Museum Village and touring the Farm Tools exhibit, students will develop a research question related to the exhibit and 19th century life. Students will conduct their research using the ‘Big 6’ method and will present their research, which will be displayed on the Museum Village website.

Standards Addressed: (Grade four specific)

English/Language Arts


Key Ideas and Details

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Summarize the text

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

Craft and Structure

Determine the meaning of words and phrases as they are used in a text.

Responding to Literature

Make connections to personal events and situations.


Production and Distribution of Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build and Present Knowledge

Conduct short as well as more sustained research projects based on focused questions, demonstrating an understanding of the subject under investigation.

Responding to Literature

Develop personal connections within and across genres as they respond to texts through written presentations.

Social Studies

The new nation
Those values, practices, and traditions that unite all Americans

Industrial growth and expansion

Transportation, inventions, communication, and technology

Geographic influences of industrialization and expansion
(e.g., natural resources, location); the interactions between economic and geographic factors

Urbanization: economic, political, and social impacts

Economic interdependence (e.g., resource use; from farm to market)

Pre-visit Activities:

Objective: Students will understand what life was like on a farm in northern New York State during the middle of the 19th century.

1. Read aloud to the class the book Farmer Boy by Laura Ingalls Wilder. This book focuses on the experiences of nine year old Almanzo Wilder during one year on the farm he grew up on in Malone, NY. Many of the activities/tools that students will see at Museum Village are mentioned in the book.

Themes in the book include:

19th century rural life


Childhood of the past

Trade-based economy

Home craft

2. Introduce the book by activating student background knowledge about the 19th century. When was the 19th century? What do you think life was like for people during the 1800’s? What important historical events took place during the 1800’s?

Time line web resources:

3. To help students visualize farm life in the mid 1800’s, use the following Currier and Ives prints, projected on an interactive white board or an LED projector.

For detailed background information on Currier and Ives, visit this web site:

4. Using the following analysis worksheet, have students in pairs or groups of three discuss and analyze at least one of the above prints.

Currier and Ives Lithograph Analysis Worksheet

Name ___________________________________________

Step 1: Observation

a. Study the print for 2 minutes. Form an overall impression of the print and then examine individual items. Next, divide the print into quadrants and study each section to see what new details become visible. Draw what you see below.

Quadrant 1

Quadrant 2

Quadrant 3

Quadrant 4

b. Use the chart below to list people, objects, and activities in the print.



Step 2: Inference
Based on what you have observed, list at least three things you might infer about life in the 19th century from this print.

Step 3: Questions
a. What questions does this print raise in your mind about life in the 19th century? Write them below.

b. Where might you find the answers to your questions?

*Adapted from the National Archives and Records Administration Photo Analysis Worksheet*

5. Discuss the worksheet as a whole group. A chart could be kept in the classroom during the reading of the book titled, “What we know about the 19th century.” Observations could be recorded after the Currier and Ives discussion.

6. A discussion of Laura Ingalls Wilder would also add to the students’ understanding of the book. Some good websites are:

7. Before reading the book, give each student a notebook to be used as a response journal. Read one chapter a day aloud to students. Students will record selected vocabulary from each chapter and their response to a question that corresponds to each chapter.

8. The suggested vocabulary and corresponding meanings should be discussed before the reading of each chapter. Students should make a table in their response journals to record the vocabulary discussion that looks like this:

9. Daily response questions should be written on the board before the reading of the chapter so students can take notes during the reading if they choose.
Suggestions for class discussion after each chapter include:

Differences between Almanzo’s life and theirs

Summarizing of events

Chores Almanzo was expected to do

Student reactions to his life

New things they are learning about 19th century life

Women’s roles

Farmer Boy by Laura Ingalls Wilder

Vocabulary and Response Questions

Chapter 1: School Days

Vocabulary: billows, dyed, primer, thrash

Response question: Describe the setting of the book.

Chapter 2: Winter Evening

Vocabulary: buggy, haymow, stock, hoopskirts

Response question: List the character’s names and a trait for each. Use details from the story to back up your ideas.

Chapter 3: Winter Night

Vocabulary: tallow, parlor, muffler

Response question: What did the Wilder family do for entertainment in the evening? How would you occupy yourself without TV?

Chapter 4: Surprise

Vocabulary: impudently, bobsled, swaggered

Response question: Father tells Almanzo, “When a man undertakes a job, he has to stick to it till he finishes it.” Why does he tell him this? Do you agree? Why or why not?

Chapter 5: Birthday

Vocabulary: yoke, curryings, loom

Response question: What did you get for your last birthday? How did you celebrate your birthday? Compare/contrast how Almanzo celebrated his birthday with how you did.

Chapter 6: Filling the Ice-House

Vocabulary: sawdust

Response question: Why were the men cutting ice? Why don’t we do this activity anymore?

Chapter 7: Saturday Night

Vocabulary: immense, eaves, pannikin

Response question: Why didn’t Almanzo like taking baths? Use details from the chapter to back up your answer.

Chapter 8: Sunday

Vocabulary: bonnet, fidget

Response question: Describe Almanzo’s Sunday

Chapter 9: Breaking the Calves

Vocabulary: yoke, solemn

Response question: Describe two character traits of Almanzo and give examples from the chapter.

Chapter 10 : The Turn of the Year

Vocabulary: caldron, fetched

Response question: What three activities were described in the chapter? What was Almanzo’s role in each activity?

Chapter 11: Springtime

Vocabulary: traces, furrows, harrow, sowed, hoe

Response question: What did the Wilders plant? “Almanzo was a little soldier in this great battle.” Explain what this metaphor means.

Chapter 12: Tin-Peddler

Vocabulary: soldered, tin

Response question: How do you obtain things you want/need? How does Almanzo’s mother get the tin ware that she wants? Have you ever gotten anything this way? Explain.

Chapter 13: The Strange Dog

Vocabulary: haunches, blemish, Morgan

Response question: Why was the Wilder family scared? Use details to back up your ideas.

Chapter 14: Sheep Shearing

Vocabulary: shearing, pasture

Response question: Describe two more character traits for Almanzo that are illustrated in the chapter. Back up your ideas with details.

Chapter 15: Cold Snap

Vocabulary: skeins

Response question: Describe all the activities of Almanzo and his family. Identify which family member did what. How did weather affect the family?

Chapter 16: Independence Day

Vocabulary: halters

Response question: Compare/contrast the way Almanzo celebrated July 4th with the way that you celebrate the holiday.

Chapter 17: Summer Time

Vocabulary: idleness, cultivate, churning

Response question: Describe what Almanzo does during the summer.

Chapter 18: Keeping House

Vocabulary: parlor

Response question: Give an example of cause/effect from the chapter.

Chapter 19: Early Harvest

Vocabulary: scythes, grindstone, swathes, windrows, sheaves, shocking

Response question: Explain the statement, using details from the text,
“There was no rest and no play for anyone now.”

Chapter 20: Late Harvest

Vocabulary: poultice

Response question: Write what happened to Almanzo in the potato field in the first person, as if you are Almanzo.

Chapter 21: County Fair

Vocabulary: sulkies

Response question: Summarize Almanzo’s experience at the fair.

Chapter 22: Fall of the Year

Vocabulary: carcass, tallow (review), caldron (review)

Response question: Describe how the Wilders use different parts of the animals they butcher.

Chapter 23: Cobbler

Vocabulary: cobbler, husk, lasts (as in shoe lasts)

Response question: How is getting new shoes different for Almanzo than it is for you? Use details from the chapter to back up your ideas.

Chapter 24: The Little Bobsled

Vocabulary: hewed, auger

Response question: The author describes in detailed steps how Almanzo’s father made a bobsled. Describe how to make something, including at least four steps.

Chapter 25: Threshing

Vocabulary: flail, threshing, pitchfork, chaff

Response question: Almanzo said, “You can depend on me. I’m big enough to take care of you all.” Explain why he said this using details from the chapter.

Chapter 26: Christmas

Vocabulary: switch, scour, garnet, cravat

Response question: Give an example of an internal conflict from the chapter and an external conflict from the chapter. Explain using details from the book.

Chapter 27: Wood-Hauling

Vocabulary: yearlings

Response question: Almanzo had a few problems in this chapter. Describe two of them using details from the book.

Chapter 28: Mr. Thompson’s Pocketbook

Vocabulary: capstan, shinnied, skinflint

Response question: How did Almanzo get $200? What would you do with the money? Use details from the chapter to back up your ideas.

Chapter 29: Farmer Boy

Vocabulary: apprentice

Response question: Infer what you think Almanzo’s decision was – to be an apprentice to Mr. Paddock or to be a farmer like his father. Use details from the chapter to back up your ideas.


Responses can be assessed using the following rubric:




Student shows insight and uses details from the book to support ideas. Response fully answers the question.

Student uses details from the book to support ideas. Response answers the question.

Student attempts to use details from the book but may not be accurate or does not fully address the question.

Student does not use details from the book to support ideas. Response is inaccurate and does not reflect the story or is too short to evaluate.


Vocabulary words are correctly defined. Illustrations show time and care were taken and reflect word meanings.

Vocabulary words are correctly defined and illustrations reflect word meanings.

Vocabulary words may not be correctly defined. Illustrations are messy or do not reflect word meanings.

Vocabulary words are not correctly defined or work is incomplete. Illustrations do not reflect meanings or are missing.


There are no errors in spelling, punctuation, grammar, or capitalization. Indenting is evident.

There are a few errors in spelling, capitalization, punctuation, or grammar but the errors do not interfere with communication.

There are many errors in spelling, punctuation, grammar, and capitalization that interfere with communication.

The response is unreadable or is too short to evaluate.

Upon completion of the book, students should be asked to complete a Venn diagram comparing and contrasting their life and Almanzo’s.

Post-Visit Activity:

During your visit to the Farm Tools exhibit, students will be encouraged to think about and develop a question they would like to further explore through a historical research project.

Possible questions might include:

What invention during the 1800’s changed farming practice?

What role did women play on the farm?

What is farming like now in Orange County?

What contributions have immigrants played in settling farm land in Orange County?

What is the ‘black dirt’?

How did geography play a role in the development of farms in Orange County?

These projects may take any form, but we suggest using the Big 6 framework for conducting research. Use the link below for more information about the process.

We welcome the sharing of research projects with the museum on our website.

Possible projects:

Create a broadside showcasing an important 19th century farm tool

Create a series of maps showing the development of farming over time in Orange County.

Create a power point presentation showcasing your research

Write a first person diary of a farmer

Wednesday, January 11, 2012

Ice Harvesting Fest at Arrow Park, Sunday, February 19, 11-3PM

On Sunday, February 19, 11-3PM, we¹ll go out on the ice at the lake in Arrow Park at 1061 Orange County Turnpike in Monroe, NY and harvest blocks of ice, said Dr. Robert Schmick, Museum Director at Museum Village. The event, hosted by Museum Village and Arrow Park, will also have representation from the Orange County Council of Arts, local artists, and local farmers.

This will be the first time many of us from Museum Village and our community have done such a thing, so it is intended to be informal and experimental rather than a thoroughly historical re- enactment of something that was commonplace and necessary more than 60 years ago in the Hudson Valley. By demonstrating such early technologies, in this case hand tool harvesting, we hope to demonstrate for young minds and recall to older ones how rural America lived off the land, said Dr. Schmick.

Using authentic harvesting tools like a 54 inch long two-handed saw, from Museum Village's collection, we will cut blocks of ice and ceremoniously transport them on a large wooden sled, brought all the way from Maine for the purpose, up the hill to a large ice house still preserved at Arrow Park. The Park will be open next spring/summer for swimming, fishing, special and community events, lodging and hiking. At the beginning of the 19th century, ice harvesting was the seventh largest industry in the United States. The Hudson and nearby Greenwood Lake were sites for large commercial harvesting. Arrow Park Lake was also routinely harvested.

Every dairy farm in the area undertook this winter chore to keep their milk from spoiling, and everyone had blocks delivered regularly to their homes for their ice boxes before electricity was available, and that was as late as the 1940s in some places. My great aunt recalled how my great grandfather harvested ice in Pine Island for his dairy, and the neighbors would show up to help him back in the 1930s. This is a dynamic we want to re-create; people coming together ang engaging in a common task drawn from our agricultural heritage, said Dr. Schmick. We especially welcome those people who have first hand experiences, or information about, ice harvesting in the area, as we would appreciate you sharing these with us.

We also anticipate that this will be an opportunity to share in other wintertime traditions in Orange County. What did or do farmers do in the winter? Storytelling is one thing, and this will be integral to the day as will the opportunity to share information about other winter traditions on the farm like cold cellars, root vegetables, jam and jelly making, canning and seed catalogue perusing.

We'll have a warming center in the heated pavilion on the grounds. There will be food, hot drink, children¹s nature activities and entertainment. Admission is $5 per person to cover the cost of the event. Museum Village is a private, 501c3 nonprofit educational institution. For further information contact: Robert Schmick, Museum Village, at, or 845-781-3729.

Friday, January 6, 2012

Jazz at Museum Village, Jan.22, 2-4PM

Click the photo to make it larger for viewing!

The jazz quintet, Artsongjazz Band, will be performing at Museum Village!

Where: Museum Village, The Visitor’s Center
When: Sun., January 22, 2011, 2-4PM

This local quintet comprised of Naomi E. Kennedy, vocals, Dov Dixler, Keys, Cosmo Policriti, Sax, Joe Welsh, drums, and Shane Bordeau, bass and guitar performs a mix of jazz/blues from the American Songbook. Their love and knowledge of all music combines to produce a great sound. Apple cider and donuts served. Tickets are $20 a person at the door.

For more information visit:
tel: 845-782-8248 fax: 845-782-6432 web address:

Wednesday, December 21, 2011

All New January Traditional Skills Workshops for Vets, But All Others Welcome Too

Jan. 16 Update: Cancelled because of lack of enough students/ Will Re-schedule for late February.

Museum Village is offering skills workshops for veteransAlign Right, but anyone else interested in taking a class is welcome too. Museum Director Robert Schmick says “Orange County has a very large number of veterans, and we want to offer them opportunities to learn about some traditional trades and skills that connect with our 19th century setting that they might enjoy doing and which could become part of a side business.” There will be a 15 percent discount on tuition for veterans with an ID.

The first three, Beginning Blacksmithing, Backyard Woodworking, and Chair Caning are planned for January and February. Warwick rustic woodworker Daniel Mack is doing the Backyard Woodworking. He’s made his living for 30 years from making things from sticks, logs, driftwood and trees. “I’d like to share both the technical parts of this work and offer some marketing advice on selling rustic objects.

Chair Caning
Learn how to cane a chair. You will have the choice of natural or artificial rush, cane, and other varieties. Tools will be provided but you can bring your own. Materials for one chair will be provided. Your own seat-free chair required. Class Limit: 8 Tuition: $100 for four 7-9PM sessions on Jan. 24, Jan. 31, Feb. 7, & Feb. 14.

Backyard Woodworking
This workshop provides the basic skills to make rustic projects from common woods and driftwood and to possibly start a small side business. The workshop runs for six Saturday mornings,10AM -2PM starting January 14. It meets at different locations around the county, including rustic woodworker Daniel Mack’s studio in Warwick, Museum Village, Bear Mountain, and the Newburgh waterfront. Class limit: 8-10

Beginning Blacksmithing
4 Days of Intensive Blacksmithing for Tuition/ 24 Hours of Instruction/$375 Friday, January 20: 5-9PM, Saturday, January 21: 10-6PM, Sunday, January 22: 10-6PM, & Monday, January 23: 5-9PM
Class limit: 6
Learn the basics of blacksmithing: tapering, bending, cutting and more. Make a set of skewers, spatula, spoon, door knocker, and tomahawk under the guidance of Adriaan Gerber. Gerber is a working blacksmith who creates entirely with hand tools high-quality axes, knives and swords that are sold worldwide. His home smithy is in Lamoine, Maine, near Acadia.

On Jan.18 & 19, 11-1PM, a free blacksmithing demonstration (Making a Tomahawk) is scheduled at Museum Village for those interested in taking this blacksmithing course or are curious.

Tuition for the Backyard Woodworking and Beginning Blacksmithing course is $375 for 24 hours of instruction. Chair Caning is $100 for 8 hours of instruction.

Sponsors are also being sought to help make this affordable for any veteran who wants to take it. This series is being offered as part of the Orange County Art Councils Arts for Vets Project.

To register, or offer to sponsor a veteran, or for more information, visit:, or call 845-781-3729 or email:

Tuesday, December 20, 2011

Backyard Rustic Woodworking Class for Veterans, Jan. 14-Feb.18, 2012

“When one tugs at a single thing in nature, he finds it attached to the rest of the world “

John Muir

Syllabus: Backyard Rustic Woodworking for Veterans
Saturdays, Jan 14 - Feb 18 2012, 10AM-2PM

Make a Small Chair, Table, Land Art, Carving, Accessories, Learn about Marketing

Rustic Woodworker Daniel Mack has been working with fallen wood, saplings, logs and driftwood for 30 years. He uses a variety of simple, traditional and contemporary woodworking tools to make furniture, architectural elements, accessories and sculptures. This workshop provide the basic skills to make rustic projects from common woods and driftwood and possibly start a small side business. More information go to

January 14 at Dan Mack’s Shop, 14 Welling Ave., Warwick, NY

Rustic is just putting some patterns or forms on some materials
10 Meet, Tour studio area, Discuss materials, tools, safety possible projects,
10:30 Tools/Techniques Demo 1: mortise and tenon joint: by hand, with cutters
11-1 Make a Small Table: 4 holes, four tenoned legs Finishing options
1:30 Tools/Techniques Demo 4: power carvers, power chisels

January 21 at Dan Mack’s Shop, 14 Welling Ave., Warwick, NY

10 Tools/Techniques Demo 2: Drill Press, Big Drill, Chop Saw
11-2 Make a 12” Trophy Chair to get practice with tools, sticks, joint-making

January 28 at Museum Village, 1010 Rt.17M, Monroe, NY

10 Tour and Introduction and practice with the hand tools of woodworking
Hand Tool projects/Skills building1:30 Marketing Talk : Basic Writing skills, photography skills, elevator speech

February 4 at Newburgh Waterfront and/or Plum Point.

10 Introduction to working with driftwood: coped joints, mechanical joinery
Practice Land Art with Driftwood
1:30 Marketing Talk #3 networking, on-line and off-line; Media and Social media

February 11 at Museum Village, 1010 Rt. 17M, Monroe, NY

10 Small-scale woodworking. Intro to whittling, carving and rustic accessories.
11 Work on small-scale projects
1:30 Directions for Marketing and Selling

February 18 at Bear Mt. Park

10 Visit several Outdoor Benches Large scale Joinery, durability
11 Tour BMI Lobby: Birch Bark veneering
12 Gift Shop: who’s selling what?
1 Snack Bar: Marketing Talk; close of Workshop

CHECKLIST Workshop 2012

Increased facility with tools and techniques, Better understanding of personal sense of design, motivations for Making, appreciation for breadth--the “grammar”---
of natural materials


learning when to use what tool

Shop Set-up Tables, lights, storage, heat, safety, air cleaning, Safety Glasses

Cutting Tools Loppers, Clippers, Knives, Hand Carving Tools, Saws: Hand folding, Bow,

Circular, Chop Saw, Reciprocating, Jig, Chain Saw: Gas, electric, Safety and blocking

Tenon Cutter: stationary, changing heads, adjusting blades, Safety and blocking

Portable (Lee Valley): methods of use; Alternatives: Hand Cutting, Chisels, hole saws, grinders

Antique Tools: hollow auger, spoke pointer, Rounder

Drills: 1/2”, 3/8” corded, battery, “keyless chuck”

Drill Bits Varieties, uses

Drill Press: floor, table model, Use of V Blocks, shims

Holding Hands in Gloves Vises, Clamp, extensions, bungees, Shaving Horse

Finishing Rationale(s) Grinders, Dremel, Sanders: Random Orbital, etc.

Sandpaper: grits, backings

Specialised Arbortech Carvers, Power Chisels

Techniques: Several Techniques can get similar results; Which to use??

Acquiring: The Hunt: Gleaning, Buying

Construction: Mortise/Tenon, Wedged Tenons Mechanicals: rationale, screws,(trims, timberlocs...)

Chemical: Glues: varieties, conditions for use

Alternative Joinery: Gravity, wire string, wax, velcro

Bark Applique handling, adhesion, trimming, finish

Finishing Oils, stains, lye, vinegar,

Sealers: oils, water-based, wipe-ons, Waxing

Woods: Identifying, Acquiring, Harvesting, Peeling, Storing Drying and Kilns and Bugs

“Country” Drawknife/Shaving Horse, axe, froe, spoke shave

Seating: Seat Weaving, Upholstery

Tricks and Tips: markers, paints, plugs, dirt, acorns, leveling legs

Outering/Uttering writing skills, speaking skills

Marketing selling windows or mirrors?


Slab Wood and Driftwood to make benches and stools, Dry Sticks with Bark

Peeled, Fresh Cut: Hickory, Mulberry, & Maple

Purchased rustic materials: “fence posts”, fencing, lumber, Re-Claimed Wood, & planks

Exotics: White Birch Bark

Found Objects: stones, bones, feathers, soil, water, nests,

Projects: Time to Allow for Projects

Trophy chair, 12” high 4-6 hrs Bench 1 ¼ mortise/tenon joints 4 hrs

Garden Arbors/Trellises 4 hrs++ Ephemeral Work/Gifts 10 minutes ++

Land Art 1 hr++ Carved Bowls (with power carver) 30 min++

Found Wood Carving 1 hr++ Birch Bark appliqué 2 hrs++

Adult arm/side chair 10-12 hours Child’s arm chair, about 22” high 6 hrs.

Headboard 4 hrs Table structure 4-6 hrs

Discussion notes, concepts and terms

Elements of Rustic Design Rustic is an attitude, a mirror, a window

Human nature loves heartily well-balanced irregularity and longs for it in life, in character, and in almost everything else .

Calvert Vaux Villa and Cottage Architecture 1864

Rustic = affinity of opposites: geometry/nature, order/chaos, mater/pater, understructure/over structure,
Rustic = Linear and non-linear Geometry,
Rustic = The Need, the Intention, The Hunt, Making, Moving Along.
Rustic = geometry + craft + natural materials
Rustic = simple understructure + interesting feature
Rustic = mortality, transience, but not permanence
Rustic = a copy, interpretation, homage of something else.

Slide Talks: Dictionary of Rustic, Rustic in Architecture, Spirit of Rustic

The Four Needs: The Need for Wonder, The Need for Dexterity (hand-spirit, Infinite Play), The Need for Stories (the Diamonic), The Need for the Organic/Sensual/The Freal/The Carnal (Green Man./Al Khdir)

Nature-Time-Patience are 3 great healers

The “Other” Courses… Visitors to be alert for:

Your family:
who visited you this week?? Who are you Building What For? Why?

Moods: frustration, slow, fast, Encounters with rude people, kind people, young people, the same people

Inferiores: the rest of the clan, the gremlins, the preferred, deferred and denied s’elfs, Dreams Coincidences,

Encounters with the Elements: fire, earth, water, air, moon, rain, cold, sweat, sun, smell, noise, movement

What Creatures Appear?: snakes (life energy), mosquitoes (persistence), rabbits, coyotes (trickster), spider(balance), butterfly(change/grace), salamanders(adaptable), bear(strong/introspective), raccoon(curious, playful pesky), fox(clever/adapts), ants(patient), heron(solitary), deer(sensitivity), owl (insight), hawk (vision/aggression), frog(healing/cleansing/transformation),

Activities/Exercises to honor the Other unconscious workshop

Tree Id

Woods Walks

Watching people

Looking at slides

Looking at Videos


Collecting Materials

Design Books

Field Trips

Visiting Sawmills


Haiku/Senru Poetry

Mud Painting

Dancing with Sticks


found/arranged Gifts

“Smalls”, Toys Land-Based Arrangement

Objects reflecting various techniques/materials

Collaborate, Assist, Be Assisted

Get up at 5:30 AM to hear some of the 100 possible Songbirds express Joy, Anxiety, Conspicuity, Alarm, Defense

Points of Rustic Interest for Possible Side Trips

Tuesday, December 13, 2011

New Blacksmithing Class at Museum Village

Blacksmithing Classes at Museum Village

1010 State Route 17M, Monroe, NY 10950

On Jan.18 & 19, 11-1PM, a free blacksmithing demonstration ( Making a Tomahawk) at Museum Village for those interested in taking this course and/or blacksmithing.
4 Days of Intensive Blacksmithing for Tuition/ 24 Hours of Instruction/$375, materials included. Friday, January 20: 5-9PM, Saturday, January 21: 10-6PM Sunday, January 22: 10-6PM, & Monday, January 23: 5-9PM.

Class Limit: 6
Where: Museum Village

Instructor: Adriaan Gerber

To reserve your place in the class or for information, contact Robert Schmick, Museum Director, Museum Village, email: or Call 845-781-3729

Mr. Gerber is a full time blacksmith. He refers to himself as a “bladesmith”, as much of his creative output results in high quality knives, axes, and swords that he sells world-wide. These objects are entirely created by hand and without power tools, although most recently Mr. Gerber has employed the use of an antique trip hammer for the purpose of preparing the metal billets he uses in his work. Mr. Gerber’s home smithy is located in Lamoine, Maine, near Acadia National Park.

Show up to class with cotton clothing, no synthetics. Long sleeve shirts, no coats with nylon shells, safety glasses are required, and you might start out with a 2 1/2 or 3 lb. drilling hammer of your own( after you swing this a number of times it will feel heavier so I prefer the 2 1/2 lb. weight). There will be hammers and other tools to complete the class.

Day 1 / 5-9PM, 4Hours: Introduction to Safety, Materials and tools of the trade. Tapering. Drawing Out Metal. Forging square taper to octagonal and round. Bending over the horn. Twisting. Make a drift tool for punching holes. Temper. Using the Cross Pein Hammer or drilling hammer to forge a basic s-hook. Decorative Bending. Setting down using half-faced blows. Make "S" Hook and/or "J" Hook.

Day 2/ 10-6PM, 8 Hours: Forge a Set of Skewers with fancy handles using knowledge from prior class. More hot-cutting and splitting. Separating split parts for better access. Smoothing out cuts using the vise. Tapering to a square point. Drawing out metal. Forging square taper to octagonal and round. Flattening and twisting. Forging out a meat fork. Upsetting. Reducing metal width to form a neck. Preventing folds. Flattening. Drawing Down, bending and filing using the vise.

Day 3/ 10-6PM, 8 Hours: Using knowledge from Day 2 forge out a spatula (to be used for forge welding). Work on prior projects, if necessitated. Preparing for Welding. Upsetting and Scarfing. Fire Control For Welding. Using Flux. Forge Welding. Forging a spoon.

Day 4/ 5-9PM, 4 Hours: Preparing for Welding. Upsetting and Scarfing. Fire Control For Welding. Using Flux. Forge Welding a Ring. Punching a Square Slot. Punching Mounting Holes. Forging a Door Knocker.Forge Studio. Drawing down. Folding and welding. Preparing steel blade insert. Welding high-carbon Steel. Cutting and Spreading. Heat treating high-carbon steel. Forging a Tomahawk.

See Adriaan Gerber in action in this video (click):