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TEACHER TRAINING FOR SUSTAINABLE DEVELOPMENT
COMENIUS MULTILATERAL PARTNERSHIP 2011 – 2013
OBUKA UČITELJA ZA ODRŽIVI RAZVOJ
COMENIUS MULTILATERALNO PARTNERSTVO 2011 – 2013
- methodological handbook –
- metodički priručnik –
PPT PRESENTATIONS
June, 2013.
CONTENT:
1. ELEMENTARY SCHOOL PUČIŠDA
1.1. BUILDING, DWELLING, LIVING ON BRAČ ………………………………………………… 3
1.2. DRY STONE …………………………………………………………………………………………… 41
1.3. FAMILY LIFE IN THE PAST AND IN THE PRESENT ……………………………… 137
1.4. IMPACT OF SOLID WASTE ………………………………………………………………. 153
1.5. SMALL MUNICIPAL CHURCHES, HERITAGE AND CUSTOMS …………….. 174
1.6. STONE IN THE ARCHITECTURE OF BRAČ …………………………………………. 247
2. ELEMENTARY SCHOOL SOSTRO
2.1. APPLE TREE – PREZENTACIJA …………………………………………………………… 293
2.2. FOOD SELF-SUFFICIENCY – PREZENTACIJA ………………………………………. 311
2.3. GOAT CHEESE – PREZENTACIJA ………………………………………………………. 337
2.4. HONEY - PREZENTACIJA …………………………………………………………………. 358
Housing and lifestyle in the past
In the past time families were large
House of a
paesant
House of a wealthy resident
Coastal towns = houses built in height
Inlands = Storey houses
At the summer, members of familiy spent lot of time in the yard
Wine cellar on the ground floor
Tools
Hearth
Kitchen
Larger houses had living rooms
Partition walls
Mrs. Ivanka (1935): “ Boards on the wooden floor always squeaked.”
Bedroom
bavul
chest
Bedroom furniture
Toilets were outside the house.
lighting
Mr. Juro (1915): “I had a dwale in the garden, but those who didn’t have it had to go for acomulated water which was comune.”
Woman took care of house and children
Mrs. Mare (1928): ” Woman worked in the field too. Those who had small children, would go home to feed them. And than they would came back to finish the work. And the children helped too.”
Man worked in the field
Donkies and mules were important animals
Some worked in a quarry
Mrs Luce: “We didn’t have any toys so we girls made dolls of the wool.”
Traditional outfit was worn in special occasions
In ancient times people wore leader shoes
In a coastal parts jewerly was mostly made of gold.
Mr. Jure: “We ate what we had in garden.”
They mostly ate lettuce or cabbage and egg for the dinner.
THE END
THE YOUNG AND THE ARCHITECTURAL HERITAGE
PILES
PJOVERI SHELTERS COTTAGES
BUNJE
TECHNICAL EDUCATION PROJECT
Participants:
Students from elementary school Pučišća, 5. – 8. grade
Mentor: Anton Matković, TE teacher
OBJECTIVES:
• to introduce drywall architectural heritage
• to comprehend the importance of drywall construction
• to develop sensitivity for cultural heritage, its protection and economic validity for the renewal
• to develop key competences: communication in mother tongue, learning, mathematical and technical competences, using digital techonologies and social skills in the multicultural environment
TASKS:
To explore the environment, to study drywall objects across the landscape To collect data and to make photos about the locations with drywall heritage To map and name the chosen locations using the local toponyms To conduct interviews with local residents (history, purpose, use) To study and describe the drywall build style around individual locations To make drafts and technical drawings of certain objects at the locations (sites) To describe and explain the ratio between every detail on the draft (sketch) To practice drywall construction (piles and paths)
History Geography
Technical education Art
Maths ICT
PROJECT RESEARCH CONNECTS SEVERAL
TEACHING SUBJECTS:
•Working journal
•Photos
•PP presentation
•Sketches
•Pile models
•Double piles made in whole length
OUTCOMES (measurable results):
PROJECT REALISATION Research chronology
• Part one - SHELTERS
• Part two - PJOVERI
• Part three - COTTAGES
• Part four - BUNJICE
• Part five - PRACTICAL WORK
Methodology
– Landscape research, studying drywall objects
– Classifying the objects
– Collecting data (taking photos, measuring, drafting, interviewing the local residents)
– Studying the literature
– Processing the collected data (Word and PP presentation)
• Explored areas are mapped
• All the field work was carried out on Brač (Pučišća area)
• The processed drywall objects aro also mapped
BRAČUTA 1 BRAČUTA 1 i 2
PUT DUBRAVE PRHAVAC
GRIPE
Bunjica position
Gripe shelters position
Čad shelters position
GRIPE
Cottages' position
Pjoveri position
ABOUT DRYWALL HERITAGE
• Drywall objects (buildings) are situated among stone piles and walls and sometimes go unnoticed
• They are discreet, in harmony with the environment, but nevertheless very significant for the people of Brač
Traditional drywall objects were used by local populace:
• as the SHELTERS from the bad weather
• as the STORAGES for the fruits
• as the RESTING PLACES during the hot summers
• as the LODGINGS during seasonal field labour
– Although they were built in distant past, most of them (processed in this project) are not so old
– According to the locals they are from 50-400 years old
– They can impress with their quality and position in nature
PJOVERI
BUNJICE
COTTAGES
SHELTERS
DRYWALLS
Part one
SHELTERS
ČAD SHELTERS POSTION
CONSTRUCTION STYLE
• Shelters are small objects built using dry stone
techniques – without connective materials
• They are round or square
• They are built using stones found nearby
• They are covered by stone panels
• Bad weather conditions were inconvenient for the Brač peasants
• These shelters used to provide protection for the peasants
The shelter was built of stone collected nearby. Above the opening there is a large stone slab resting on a carefully folded semicircular structure.
90
156
The purpose of these shelters was the protection from the rain and cold winds
SUMMARY
• The shelters are square or half round drywall objects
• The roof is made of stone panels
• The roof panels lean on wooden joists
• Most of them are neglected
• It would be nice to renew and expose them to the public
Part two
PJOVERI
• Pjover is a natural drain or a water collector
• They go unnoticed in nature
• Most often they are the parts of piles or fences, or sometimes independent objects in the fields
• They have a special purpose
• Stone panels like roof panels shape the surface
• At the bottom there is an opening covered with stone which hides the water tank
What are pjoveri used for?
• Stone panels and natural canals and drains enable to collect water in a natural tank
• To collect more water people used to build additional walls, holes or they just widened the stone surface
• Large amounts of water were collected by using the natural downfall of surrounding rocks
• '' live rock'' enabled longer water retention
• Water collecting increased the possibility of survival and improved life conditions
• The collected water was used to soak soil
• That water was used to grow cultures uncommon for the mediterranean climate
• Sometimes nature itself stores the water for the survival of plants and animals in the environment. The best example are two dents on Bračuta hill that later became puddles called BLIZNICE
• The first bliznica is separated by stone shoal, and the second one was altered by human hand to increase the tank area
• The water tank located under the pjover made of stone, reinforced by concrete, enables the soaking of nearby vineyards
SUMMARY
• Every water drop is precious, especially on the islands in Dalmatia
• Hardworking peasants use every opportunity to collect and preserve water
• Pjoveri significantly help to collect water
• They (pjoveri) used to be natural dents, but today after some human interventions the water tanks are increased
Part three
BUNJICE
• Man has always tried to find shelter from bad weather (under the tree, rock, in the caves, etc)
Prehistorical period on Brač
Historical artifacts prove that people lived in special habitations in Dalmatia, and on the island of Brač in BC times
• These small, round based houses can be seen today all over the island and especially in and around Pučišća county.
• They stand proud, lonely, built everywhere (near olives, piles, paths, fences...)
• They are small works of art that belong to primitive and simple architecture.
• To hide from the wind, rain or sun
• To have a break or snack
• To feel safe…
…All was and is provided by bunjice
• They are still of use today if you want to get away
It has several names in Dalmatia:
• kućarica or trim (Bukovica)
• bunja or ćemer (Šibenik)
• kućica, kućerak, bunja or pećina (Brač)
• poljarica or pudarica (Dalmatinska Zagora)
• kažun or kašun or komarda (Istra)
• jama or trim (Hvar)
• komarda (Krk)
the basic measurements are: height-208 cm
outer diameter-310 cm inner diameter-240 cm door width-60-80 cm
door height-80 cm wall thickness-35-40 cm
• Bunjica impresses with its roof panel order. The roof is completely impermeable, without truss or any connective material. It is made only from stone panels.
5
4
3
2
1
1 - bunjica foundation
2 - different size stone
3 - stone panels for the roof
4 - the final panel that is added to the roof and shut with small stones
5 - different size panels
Part four
Cottages
• They are square, bigger and more complex, built by drywall technique
• The walls are built using stone squares and smaller size rocks
• The roof is made of stone panels and round wooden billets
• Field cottages were traditionally built for farmers and shepherds
• They provide them safe haven during bad weather
Example one
• An old cottage is located on the left side of the road at the crossroads from Pučišća to Pražnica
It should be restored
BIG HEADER STONES AT THE CORNERS AND AROUND THE OPENINGS
The need to preserve traditional objects
and architectural heritage
• There are many abandoned and neglected objects on the island of Brač
• Each of them has its own story and history
• Some objects were renewed and implemented into daily life
• One of them is on Bračuta, near St George's Church
New cottage
• Here you can find out about 2 cottages (from 6 processed in the project)
• We found out several interesting facts
• The size ratio is shown in the table
MEASURES (cm) P1. kućicaUT
PRAZNICA
P 2.
BRDARINA
P3. PRHAVAC 2
P4.
KOD
SV.JURJA
-older-
P5.
KOD
SV.JURJA
-newer-
P.6 PRHAVAC1
HOUSE LENGTH 500 495 498 492 467 289
HOUSE WIDTH 310 319 310 298 303 250
HEIGHT WITH
ROOF 237 231 245 240 322 274
DOORS
WIDTH 80 78 80 85 78 66
DOORS
HEIGHT 118 115 140 150 190 113
THICKNESS
OF THE WALL 55 55 55 50 30 44
The golden ratio is a compositional rule where the smaller part is related to the bigger part as the bigger is related to the total. In practice, if we want to divide something in this way, we divide it in 13 parts in 8:5 ratio, or we divide it in 21 equal parts in 13:8 ratio.
“THE GOLDEN RATIO” RULE
• The golden ratio rule has been known since the Antique period. It was widely used during the renaissance (when artists and mathematicians sought perfection). The golden ratio has been considered as the perfect size ratio, and a harmony between precision and chaotic imperfection
Conclusion
• Old builders proved the knowledge of ancient architectural laws.
• Slight deviations during the measurements are understandable. We are, after all, still inexperienced in measuring and seeking average size value.
Size ratio shows the golden ratio rule
• length 500 495 498 289 497 467
• width 310 319 310 250 298 303
• ratio 5:3 5:3 5:3 3:2,5 5:3 5:3
• next cottage ratio
8:5 or
13:8 etc..
The cottages fit perfectly in the landscape with their color, shape, size and beauty
Part five
Practice
Drywall construction
Drywall is made of natural stone without any connective material. This skill has been a traditional heritage of Mediterranean area since pre history. Hardworking farmers have used stones to make impressive buildings for centuries.
• The nearby stones were used also to build fences.
• Different size stones were used for building small walls, while small stones and sand were used to fill up gaps in the wall.
• We seeked for wisdom from a grand master who still practices drywall technique. Mr Joze Martinić Meštrante tried to teach us some of his skills. We managed to create 30 m long drywall.
• We have spent 4 hours doing the drywall. We have also left a small piece of history for future generations. We want to participate in preserving the traditional architecture and to present it to the public.
• People of Brač will still use their cottages, they will preserve their fields, olives, fences but maybe not in a way their ancestors did.
• Modern technology and the machines should not prevent us from remembering our heritage.
• We give a small contribution to preserve our heritage (we use stories, photos, work)
• This is ours and it must stay ours.
• Participants:
• Šime Vrandečić, 8. grade
• Lorian Martinić, 7.grade
• Tomislav Martinić, 7.grade
• Srđan Eterović, 6.grade
• Stipe Kaštelan, 6. grade
• Luka Radić, 7.grade
• Mentor: Anton Matković, TE teacher
FAMILY LIFE IN THE PAST
AND IN THE PRESENT
Željka Martinić, teacher
& pupils of 2nd grade,
Pučišća elementary school
RESIDENTIAL BUILDINGS PAST PRESENT
HOME FACILITIES PAST
PRESENT
SLEEPING
PAST PRESENT
COOKING PAST PRESENT
MAINTAINING PERSONAL HYGIENE PAST PRESENT
DINING
PAST
PRESENT
OBJECTS IN THE HOUSEHOLD PAST PRESENT
DAILY MEALS CONTENT
BREAKFAST - PAST BREAKFAST - PRESENT
LUNCH - PAST LUNCH - PRESENT
SUPPER - PAST SUPPER - PRESENT
TASKS INVOLVING ALL FAMILY MEMBERS PAST PRESENT
FAMILY CELEBRATIONS
PAST PRESENT
DRESSING PAST PRESENT
Culture of living in
the past and in the
present
The attitude towards the waste in
the past and in the present
Life in the past Life in the present
Life in the past
Peaceful and simple life
Smaller villages and cities
No stress
No air, soil or water
pollution
Less waste
COMPOSTING
ANIMAL
MANURE
HEALTHY FOOD -
MILK, EGGS,
MEAT
Almost all of the waste was of
organic origin and was usable.
What could not be used for making
compost or manure was thrown in
the trash.
PAPER
ORGANIC WASTE
OTHER
Life today
Time of rapid and stressful life
Time of rapid development
Consumer society
Produces large quantities of
waste
ORGANIC WASTE
PAPER
PLASTIC
GLASS
METAL
HAZARDOUS
WASTE
OTHER
WASTE DISPOSAL ‘’KOŠER’’ ON
THE ISLAND OF BRAČ
WASTE DISPOSAL
KAREPOVAC
The amount of waste is increasing rapidly, but our attitude towards waste remained the same!
We put everything in the ‘’same trash can’’!
Everything is
GARBAGE!
The impact of waste on
water and sea water
quality
BEACHES, POOLS, PONDS
Pollution of Karst
Limestone is a rock that slowly
dissolves under the influence of
water.
Water dissolves other substances in
nature, including discarded waste.
Because of numerous cracks and
holes, polluted water quickly
penetrates underground.
Animals that live underground in
caves and underground caverns
drink water with dissolved
chemicals.
In the caves and pits of island Brač
there are many endemic animal
species
A number of deep pits fasten the
flow of water to the sea.
These chemicals enter the marine
organisms which come back again
on our plates.
Shall we live like this…
…or like this?
We need to decide!
We should recycle!
We should make compost!
We need to develop
environmental awareness!
OBJECTIVES To be acquainted with early christian, early
Croatian and baroque churches in the area and to perceive their historical, cultural and architectural value
to raise interest for cultural heritage and need to conserve it
to develop key competences: to communicate in mother tongue, to learn, to
develop mathematical skills, to use digital technology and to develop social and civil skills in multicultural environment
Projekt ostvarili učenici :
Katica Radić, 8.r Toni Radić, 7.r Marko Radić, 7.r Luka Radić, 7.r Filip Bauk, 7.r Lorian Martinić, 7.r Toni Martinić, 7.r
Srđan Eterović, 6.r
Mentor: sister Daniela Mihić
PROJECT REALIZATION Research sequence (chronology)
Part one-to be acquainted with medieval
churches in wider Pučišća area
(Straževnik)
Part two-Bračuta churches
Part three-Batak churches (the oldest part
of Pučišća)
Part four-rest of the churches inPučišća
METHODOLOGY:
-Field work: visiting the churches accompanied by expert guides
-collecting the data (taking photos, measuring, drafting, landmarks and legends)
-studying the literature
-processing the collected data (Microsoft word and PP-presentation)
◦Project research bonds several subjects:
◦Histoty
◦ Religion
◦Maths
◦ Technical education and Art
◦ Computer science
1. Medieval churches:
St. George at Straževnik
St. Clemens
ST: GEORGE AT STRAŽEVNIK
-The church is located in the middle
of medieval settlement Straževnik
-In 1111 AD Vid Stanislavov donated
the land (called Strmena Prodol) to
St. George's church in exchange for
absolution
-the chuch is dated to the end of
the 11. and the beginning of the 12.
Century
-it has an apse and blind arcades
filled up in the down area
-it has a barrel-shaped arch without
base and with side flanges
STIL GRADNJE
-belfry is distaffed (the oldest one in
Dalmatia)
-the belfry was built simultaneously
with the church
-the square stone was used to build
the church and the belfry
-the belfry is coveredm with a small
roof (roof is made of stone panels)
-the new portal was built in the 14. Century (romanesque and gothic style)
-the frame of the portal is decorated with a romanesque relief
-there are three carved waistbands and six leaves on the transom
-lunette is above the door and there is a relief cross in the middle
• the stone relief of St.
George was added in the
apse in the 15. century
• there is Virgin Mary and
the Christ with angels on
the pediment
We drafted (sketched) and made a relief layout in stone (1 cm high)
Remnants of the medieval settlement Straževnik have been found in the vicinity of the church.
People of Straževnik had another church, dedicated to pope Clemens IV. There are several priest graves nearby.
The church was built in the 10. century on the southern slopes of Klinjih Glava
The church has a square apse which was upgraded frequently. The upgrades changed its arch shape and reduced the inner space. Each side has three blind arcades.
-Square windows were opened afterward in the apse vicinity -distaffed belfry was added in the 14. century
-stone relief above the altar shows St. Clemens
-there is a sign above it-ST CLEMENS THE POPE
-1535 AD (MDXXXV) is on the left pilaster
SLIKATI TLOCRT CRKVICE
St. Clemens draft (sketch)
2. Bračuta churches St. George (medieval) St. Dujam (baroque)
•St. George's church was built in the 13. Century, probably on the remnants of Roman villa rustica
• the church is very high
and it is not proportionate to the small layout (which gives away the beginning of gothic style)
• it has a barrel-
shaped arch
• • what is there in the niche (dent) in a wall?
• was there a window before?
• we found the window, opened it and returned the stones to its place
-there is a stone relief
of St. George in the church -St. Jeronim, St. Antun and the Calvary are also on the stone relief stone relief -St. George kills the dragon in the middle of the relief
• on the left there is a panel which
was used for open sermons
-the hermit's house was
added near the church in 1586.(people called it Opatij-stan -hermits were church guardians
• The last guardians
were Franjo and Marija Šesnić from Gornji Humac (data from the church documentation)
We measure, draft, draw a layout and a facade.
•there was a Roman water on the road beneath the St. George's
• St. Dujam's church is being
renovated at the moment
-It is completely devastated
-it is situated in Dubrova, on the south-west from Pučišća
-it was built by a distinguished Vranjican family in the 18. Century on their private property
The church has a 3 m facade and overside is 3.8m
- there are štukature (plaster shapes from the baroque period)
the altar is plastered from the front side
• hermit's place was placed near the church. It was bigger than the church itself. It was leaned on the church, and used for living and as s storage
• the church was plastered and painted from the
outside. It has been renovated since 2010. under the conservators' supervision
Batak churches Virgin Mary church St. Roko's church
Virgin Mary church it was built by Ciprian Žuvetić in 1482. (5,16x4,0m) the owner and builder was buried in its apse in 1503.
•the bishop of Šibenik Ivan Lucić canonized the church in 1533.
• there is also a stone relief with Blessed Virgin and saints in the apse. Christ the King is among the angels on the pediment
•there are several graves in the church's floor
• He took the parish on August 15, 1566. and started his service at teh church of Blessed Virgin Mary. That church was a parish church before St. Jeronim's church was built.
• in 1566. people of Pučišća separated from Pražnica parish. The first vicar was Bernardin Prodić
Landmarks and legends
-3 stones -Sacramental gifts -The theft of Madonna's head
There are 3 legends about 3 head stones
Sacramental gifts
The theft of Madonna's head
St. Roko's church It was built in 1607. by Antun Mladineo as a chapel. His Son Juraj (George) turns it into the church. The church was renovated on multiple occasions, last time in 2010.
Trivia about Juraj Mladineo
He was Venetian galley commander He participated in numerous wars He received a medal from Venetian Republic
• Father Andrija Kačić Miošić wrote about Juraj Mladineo's glory and valor in his piece ''Razgovor ugodni naroda slovinskog''
Rest of the churches in Pučišća
St. Lucy's church
St. Stephen's church (at the cemetery)
St. Nicholas' church on the Lantern
The Chapel of Madonna of Lourdes
St. Lucy's church it was built by Ivo Nikola Žuvetić in Soline in 1563. there is an altar painting on wood, showing Father,
Madonna and the saints (St. Lucy is among the saints)
St. Stephen's church It has got 3 historical layers and
three architectural styles. The first layer contains early
christian basilica from 6. century AD
there used to be a chamber for ablution on the left
the baptistery is cross-shaped
there are also Roman apse, external part of the roof and three semicircular windows
early Croatian church from the 11. Century is located inside the apse. A central part of the roof is outside (it has basilica like shape)
•thchurch was upgraded and reducede new in size
Benedictines were assumed to run the basilica. St. Augustine's hermits established monastery upon their arrival in 1601. or 1603. They carried on with the piety of Blessed Virgin Mary.
St. Nicholas' church on the Lantern
•the same brotherhood raised a new altar in the parish church dedicated to St. Nicholas
-the church was thoroughly
renovated in 2006., St. Nicholas' bronze statue and a wooden altar were also added (the altar has a shape like a famous ship Bracera)
The Chapel of Madonna of Lourdes
The churches that we met during our research for the project are not big, but their importance for the cultural, historical and religious identity is enormous. They deserve our full attention as well as the attention of people of Pučišća. That is why we should connect them with touristic tracks and expose their beauty and history to the public.
TEACHING PROJECT Stone in the architecture of Brač
Stone was the basic building material in the old architecture of Brač. The task of our project was to explore the history of quarrying and the usage of stone in the construction of our settlements.
TEACHER: Lada Kuzmanić Runje
Tamara Goić Lana Martinić Elena kusanović Nikol Martinić Albina Jahaj Ante Parunov Ivana Šesnić Antonija Eterović Jure Martinić
EXPLORERS:
OBJECTIVES:
1. Development of students' competences:
- individual research and data analysis, the use of
multiple sources of knowledge and multiple work
methods
- collaborative work – comparing, linking and
systematizing collected data
- communication skills - agreement within the group,
interviewing, public presentation of the project
2. Exploring local history
- reconstruction of life in the past through the
architectural heritage (architecture and urban
planning as a framework of everyday life)
We started the research by searching for information
about the old quarries and settlements. Literature that we used:
A.Freudenreich: Narod gradi na ogoljenom krasu (Zavod za zaštitu spomenika, 1962.) Monografija : Brač Jadrankamen (Pučišća ,2002.)
Dokumentarni film “Hop-Jan” , internet
Diocletian pallace cellars
ROMAN TIMES
Illyrian walled settlement
The stone has been used as a building material since
prehistoric times on the island. Drywalls, cottages, and walled
settlements were built.
HERKUL-ŠKRIP
The Romans opened quarries near Škrip and Splitska, using
the stone for construction of Diocletian Palace.
KATEDRALA U ŠIBENIKU TROGIRSKA KATEDRALA
The top floor of Trogir
Cathedral was built by
Trifun Bokanić, stonemason
from Pučišća. RENAISSANCE
During the Renaissance new quarry opened in Pučišća, from which stone was excavated for the construction of Šibenik
cathedral. Several stonemasons from Pučišća were famous: Trifun Bokanić, Nikola Radojković, Ivan Puljizić and Nikola Lazanić. .
STOCK EXCHANGE BUILDING IN ZAGREB
MEŠTROVIĆ GALLERY, SPLIT
MEŠTROVIĆ - Art pavilion in Zagreb BANOVINA BUILDING IN SPLIT
SEVERAL FAMOUS BUILDINGS BUILT OF BRAČ STONE
We visited the Stonemasons school to learn something about the types of stone and stone processing.
A FISH FOSSIL
Brac stone is limestone, formed by deposition of marine organisms. There are several types, and in Pučišća quarry Veselje and Sivac are "harvested". Sivac is punctuated by blotches or
veins, and Veselje contains smaller or larger shells’ remnants.
VESELJE FIORITO VESELJE UNITO
SIVAC VENATO SIVAC MACCHIATO
In the Stonemason school students learn antique, "Roman" way of stone carving.
SEPARATING BLOCKS BY WEDGES
MARTELINA
BUćORDA PIKET
ZUBATKA
TOOLS FOR STONE CARVING
POLIRANJE
FINE PROCESSING AND POLISHING TOOLS
IN THE PAST, THE STONE WAS PROCESSED ONLY MANUALY.
TODAY, THE HARDEST WORKS ARE HANDLED BY MACHINES
After getting acquainted with the material, we went out to research how it was used for building. We explored, took photos and made sketches.
Pučišća is an example of seaside settlement, and Pražnica is an example of the inland settlement. The inland settlements are older, because the inhabitants of Brač
dealt mainly livestock and agriculture, and the coast was uncertain because of pirates. Only since the 15th century seaside settlements were created.
Houses in seaside settlements face
waterfront and port
They are built tightly and located along the hill
Inland settlements are centered around the square (Pjaca). Houses are scattered
and have larger gardens.
By pjaca and the port the houses are largest and
richly decorated.
The sinkholes are never built, because they contain the most
fertile land
Whether on the hills or by the sea, the settlements are realated by the stone as a building material. The drywalls, the walls, the roofs and decorative details – all made of stone.
VEŽNJAK
DRYWALL
The outer parts consist of larger pieces,
and inside is filled
with tiny stone waste (“škaja”).
In the oldest times houses did not
have chimneys, only a hole in the
roof.
RAINWATER FROM THE
ROOF POURED INTO
THE CHANNELS AND
FILLED THE WATER
TANK.
GUSTIRNA (WATER TANK) TAKES A PART OF THE CELLAR OR IT’S ADDED TO THE
HOUSE.
EVERY SETTLEMENT HAD ALSO LARGE COMMON WATER TANKS.
THE SIMPLEST HOSES LOOK THE
SAME AS THEY LOOKED IN THE
OLDEST TIMES. THOSE ARE
COTTAGES WITH THE DOORS AND
SMALL WINDOW, USUALLY
WITHOUT THE DOORSTEP.
THE HOUSES ARE
GATHERED AROUND
COMMON COURTYARD.
IF THE HOUSE IS STOREY, THERE’S A CELLAR IN THE
GROUNDFLOOR.
Partition walls are made of boards or wattle, covered with plaster or mud.
THE HOUSES ARE OFTEN BUILT IN A ROW.
During project we modeled some facades of clay, trying to show diversity of construction and some typical elements.
STAIRS TO FIRST FLOOR WITH "SULOR"
(SOLARIUM).
SHELTERD SPACE UNDER ARC
(BALATURA) COULD BE USED FOR
SITTING AND WORKING IN THE WINTER
TIME.
IN ATTIC, LIGHT COMES
THROUGH "LUMINOR“,
SKYLIGHTS WITH SMALL
GABLED ROOFS.
LARGER HOUSES
HAVE BALCONIES
MADE OF LARGE
PANELS LEANING ON
STONE "TEETH".
SMALL OPENINGS &
WOODEN SHUTTERS -
PROTECTION FROM
SUNLIGHT AND WIND
PARTICULAR TYPE OF
HOUSES: VILLAS AND
SUMMER
RESIDENCES OF
WEALTHIER FAMILIES
ALL SEASIDE
SETTLEMENTS HAVE
TOWERS TO
DEFEND AGAINST
THE TURKS
AND THE
PIRATES
OUTDOOR SPACES, ALSO BUILT
IN STONE, FORM UNITY WITH
THE HOUSES
WE SUPPLEMENTED THE STORY OF THE LIFE
IN THE PAST CONVERSING WITH OUR
ELDERLY.
WE FINISHED THE STUDY VISITING CITY
MUSEUM AND THE ETHNOGRAPHIC MUSEUM IN
SPLIT.
AN EXHIBITION
RELATED TO OUR PROJECT
WAS SET UP IN THE SCHOOL.
CONCLUSION:
THE APPLE-TREE THROUGH
SEASONS
Students of class 1. c took part in the project under the mentorship of their teacher Lidija Legan Landeker.
The project task lasted the whole school year 2012/2013.
Sostro Primary School is situated on the green outskirts of Ljubljana, where there are plenty of possibilities for
direct learning and exploring the nature. There are farms in the vicinity of school that grow various sorts of fruit
and vegetables in a modern and ecological way. In some areas there are marked paths, such as: Fruit Road,
Chestnut Road, Blueberry Road.
We offer students various sorts of Slovene fruit free of charge at our school, but they most often take an apple,
which is a traditional Slovene fruit, grown locally. This is why we decided to explore the apple and the apple
tree through the seasons.
THE APPLE-TREE THROUGH
SEASONS
Project objectives:
1. An individual student or a group looks for solutions to problems.
2. Students revise obtained knowledge and acquire new knowledge.
3. Students observe and study various phenomena in natural environment, collect data and perform
simple experiments.
4. Teachers encourage various research approaches to learning about the nature.
5. Teachers continue and upgrade spontaneous children’s research, persistence, inventiveness and
cooperation.
6. Students form a positive attitude towards food and become aware of hygiene when preparing
food.
THE APPLE-TREE THROUGH
SEASONS
Anticipated results:
1. While working children learn interpersonal cooperation, respect, personal responsibility,
communication, individual critical thinking and how to perform tasks creatively.
2. Students can use the obtained knowledge and skills in new everyday situations.
THE APPLE-TREE THROUGH
SEASONS
The project was carried out through the following stages:
1. Learning about dishes for Slovenian traditional breakfast
2. The orchard
3. Autumn in the orchard
4. Winter in the orchard
5. Project day – an apple Jabolko pri matematiki
6. Gregorjevo holiday in the orchard
7. Spring in the orchard
8. An apple from the blossom to the fruit .
9. Celebrating Spring and Earth Day and an art exhibition based on the topic An Apple and Spring.
THE APPLE-TREE THROUGH
SEASONS 1. Learning about dishes for Slovenian traditional breakfast
We discuss the meaning of breakfast for a human body, which needs breakfast for growth, movement,
work, learning and playing. We talk about traditional dishes for breakfast, students study recipes from old
cookbooks, they also ask their parents and grandparents.
THE APPLE-TREE THROUGH
SEASONS 2. The orchard
We visit the eco orchard in the vicinity of our school and choose an apple-tree which we can observe
through all seasons of the year. Students acquire new terminology on ecology (Why mustn’t we sprinkle
fruit trees with phytopharmaceutical toxin? Why do we have to take care of the preservation of natural
environment?)
THE APPLE-TREE THROUGH
SEASONS 3) Autumn in the orchard
We visit the orchard. We learn about parts of the apple-tree, apples, we count seeds.
While observing apple-trees students learn parts of an apple-tree and parts of the fruit – an apple. We cut
the apple and look at its inner structure. I ask the students to close their eyes and listen to the sounds in
the orchard and feel the tree’s bark. Using all senses children learn that the apple tree is not only a home
for apples but also for a number of living beings.
THE APPLE-TREE THROUGH
SEASONS 4) Winter in the orchard
We visit the orchard. We observe how the fruit grower protects the trees against pests.
5) Project day – an apple
- Students learn about various sorts of apples, we describe them, compare their looks, smell and taste. We
talk about various dishes that can be prepared from apples (an apple strudel, a pie, apple sauce, dried
apple slices, baked apples, stewed fruit, apple juice).
- Students form three groups and carry out tasks at three stations.
THE APPLE-TREE THROUGH
SEASONS
THE APPLE -TREE THROUGH
SEASONS Project day – an apple
1. station – students make dried apple slices.
Project day – an apple:
2. station – students prepare apple juice
THE APPLE-TREE THROUGH
SEASONS
Project day – an apple:
3. station – students bake apple strudel
THE APPLE-TREE THROUGH
SEASONS
6) Gregorjevo holiday in the orchard
Several celebrations and customs are connected to spring. One of them is when we let home-made
boats into the brook by the orchard. The custom symbolizes the prolonging of day so the craftsmen
do no longer need lamps to work late afternoons and therefore they toss “the light into water”.
THE APPLE-TREE THROUGH
SEASONS
7. An apple from the blossom to the fruit :
We go to an orchard with students. They look at blossoming fruit trees and observe which bugs fly
around the trees. The fruit grower explains that insects are very important for the pollination. For easier
observation we choose one branch on the tree which we would observe all spring. We have a look at
the blossom and its structure.
We visit the orchard twice a week: from blossoming in May to shaking off the immature apples in June,
by which the tree gets rid of some fruit in a natural way. Every time we visit the orchard we count the
blossoming sprouts on the chosen branch, the ones that have stopped blossoming and fruit (developing
apples). We write the number in a chart. In the period of the months the students observe the gradual
development from the blossom to the apple.
THE APPLE-TREE THROUGH
SEASONS
• An apple from the blossom to the fruit :
• Together with the students we conclude that one tree can carry only a limited number of fat and well-
shaped apples. If apples developed from most blossoms, the apples would be small and the harvest in
the next year would be reduced, since apples cause a great exhaustion of the tree.
THE APPLE-TREE THROUGH
SEASONS
8) Celebrating Spring and Earth Day and an art exhibition based on the topic An Apple and Spring.
• At school students use waste paper and make models of fruit trees which we then exhibit in the school
lobby.
THE APPLE-TREE THROUGH
SEASONS
• CONCLUSION AT THE END OF RESEARCH
• The project task lasted the whole school year. In this time we reached the set project objectives;
students learnt interpersonal cooperation, respect, personal responsibility, communication, autonomous
and critical judgement and how to solve problems creatively. They learnt how to use acquired skills in
everyday situations. We achieved that the trend of eating fresh fruit increased among the 1st graders, at
the end of the year students who rejected apples in the beginning of the year also started eating them.
• We finished research work successfully, since everybody involved was satisfied – students, parents,
teachers and villagers that helped us carry out the project. We decided to continue the project The
Apple-Tree through Seasons next year with the new generation of 1st graders.
THE APPLE-TREE THROUGH
SEASONS
FOOD SELF-SUFFICIENCY in our environment
http://img.rtvslo.si/_up/drown/photos/2012/02/29/56308_couple-potager_show.jpg
Prepared by Mojca Plut
In Slovenia we talk and do about self-sufficiency more and more every day. At present we import more than two thirds of all food. But we must not expect to get food in the future too. It might occur that other countries will not have enough food to sell. And what makes us even more concerned is the fact that a lot of food ends up in rubbish bins.
http://www.ekologicen.si/img/news/xl/344.gif
PROJECT OBJECTIVES
1. Understanding one’s social and natural environment in time and place.
2. Awareness of interdependence of social and natural processes and phenomena as well as importance of sustainable development. 3. Development of research skills and abilities by carrying out fieldwork. 4. Bringing the meaning of farmers and farming closer to the students’. 5. Improving students’ awareness of the reasons for local self-sufficiency and domestic growing and processing food. 6. Forming a positive attitude towards self-sufficient farming, its meaning for a human and humankind in general.
A SURVEY
• Since we were interested in the level of self- sufficiency in the households of our 4th graders, we prepared a short survey for their parents.
• 48 out of 56 pupils returned the surveys.
• This is what we have found out:
1. Have you got a garden or a field?
0
5
10
15
20
25
30
35
40
45
Category 1
Yes
No
2. Which vegetables do you grow?
Most often they grow: • TOMATOES • LETTUCE • CARROTS • ZUCCHINI • PEPPERS • POTATOES • ONIONS,… • HERBS
http://www.rtvslo.si/_up/photos/2009/06/16/u66115-95508_zelenjava2-velika_blogshow.jpg
Which fruit do you grow at home?
Most usual fruit:
3. Do you produce enough fruit and vegetables?
• The reasons: – Very small garden – Depends on the harvest – Enough in high season, otherwise they buy – Gardening - for fun
Enough - 21
Not enough - 18
4. Which food product do you make from the food you grow?
• THEY EAT IT FRESH,
• BOILED,
• THEY MAKE DESSERTS,
• WINTER STORAGE (jam, juice, stewed fruit, preserved vegetables, sauces, spreads, sauerkraut, turnip, dried herbs)
• THEY FREEZE FRUIT AND VEGETABLES.
5. Do you find self-sufficiency important? Why?
• Home grown fruit and vegetables are more tasty.
• Home grown food is cheaper.
• Ecological gardening.
• Socializing, relaxation and content.
6. Where do you get vegetables and fruit if you do not grow it
yourself?
• grand parents - relatives
• market
• shop
• local farmers
7. Why do you not grow your own food?
• REASONS:
• Not enough land
• Time
• Knowledge
• Get food from relatives
Do you plan growing food? • Yes (4 out of 21)
VISITING A SELF-SUFFICIENT FARM
THE FIELD
ANIMALS
PRODUCTS
WORK AT SCHOOL– collecting home grown vegetables, fruit and herbs.
Art products
In the end we put up an exhibition, we cooked the vegetables and the fruits
and ate them.
CONCLUSIONS The most important conclusions are that pupils of our school and their parents still live in close
touch with nature and know that food self-sufficiency is a key to a better future.
PRODUCTION OF
GOAT CHEESE
MARUŠA BABNIK
KATARINA BIRK
PROJECT OBJECTIVES
- form, deepen and widen the background knowledge that rises from direct experiences,
- discover interconnection and interdependence in phenomena in the processes in natural and social environments,
- continue and direct spontaneous children’s research in students - develop students’ personalities in persistence, inventiveness
and cooperation, - encourage education for sustainable development, - compare living beings and their environments and recognize
oneself as one of them, - bring the meaning of farmers and farming closer to the
students’. - form a positive attitude towards food, - raise awareness for hygiene at preparing food.
ANTICIPATED OUTCOMES
- increase motivation for learning - improve learning achievements - develop student’s competence for solving
problems - learn how to solve problems themselves and
find new ways to solutions - know how to use gained knowledge
KEY ACTIVITIES
1. Gathering data from references.
2. Visiting a farm.
3. Making a final product.
4. Using gained knowledge in similar situations in life.
PLANNING THE PROJECT BY STAGES
1. Introduction to the topic: Making posters on farm animals, goats and their product – goat cheese.
2. Conducting a survey.
3. Data analysis.
4. Visiting a farm and a demonstration of milking a goat.
5. Practical work: Producing goat cheese.
CONDUCTING A SURVEY
• Students of class 1. b questioneered other students as well to find out which milk product they like best.
• Students were able to choose betweeen milk, youghurt, cheese, cottage cheese and kefir.
• They wrote data in the table and made a chart.
SURVEY ANALYSIS
• The chart shows that 8-year old children prefer yoghurt, but do not eat kefir very often.
0
2
4
6
8
10
12
14
16
milk cheese yoghurt cottage
cheese
kefir
girls
boys
VISITING A FARM
We observed goat milking at the Babnik‘s farm.
WORKSHOP: PRODUCING
GOAT CHEESE
First we tasted goat milk.
Then we poured goat milk on a sieve and cooked it.
We added the rennet.
We heated the milk to 38 degrees Celsius
and kept in this way for 30 minutes.
We cut the cheese milk in
3 cm cubes with a knife and stirred it with a spatula.
We heated the
milk again,
this time to 42
degrees
Celsius. In the
meantime we
chopped the
chives.
We sepatared
the cheese
from the liquid
using a sieve.
We crushed
the cheese in
a model and
covered it
with chopped
chives.
We put weights on the cheese.
We are soooo
proud!
It‘s delicious!
When the product was prepared we tasted it ourselves. The chart shows that less than a half liked goat cheese; 10 out of 21.
0
1
2
3
4
5
6
I like it I don't like it
girls
boys
A GOAT MADE OF WASTE MATERIAL
We used waste material to make a model
of a goat.
BEEKEEPING – HONEY IN OUR MEALS
Sostro Primary School
Judita Šimenc
Project objectives
• 1. We strengthen the link between the school and local organizations (Ljubljana–Moste Beekeeping Organization).
• 2. Develop an attitude to beekeeping, bees and the awareness that bees are important pollinators in the nature and not just collectors of nectar.
• 3. Students learn that proper nutrition prevents some diseases and strengthens health.
• 4. Learn about bee products (honey, wax, pollen, propolis) and their application. • 5. Learn that food self-sufficiency is important. • 6. Develop motivation for project and research work. • 7. Work in teams. • 8. Are able to find recipes in various cookbooks and other sources and conduct a
survey. • 9. Produce and read various charts. • 10. When preparing food they observe hygienic minimum standards. • 11. Learn about folk art – painting beehive panels.
Planning the project by stages
• 1. Discussing bees, beekeeping, collecting information. Painting beehive panels.
• 2. Beekeepers visit school. An exhibition of beekeeping tools, testing honey, a presentation of bees’ life and their importance for nature and people. An exhibition of beehive panels.
• 3. Collecting recipes for gingerbread, conducting a survey on using and supplying honey.
• 4. A science day: reporting on survey data, making a chart, data summary, making a candle from bee wax, baking gingerbread biscuits.
Beekeeper‘s visit, classwork.
Painting beehive panels
A survey
Baking gingerbread biscuits
Making wax candles