Comenius, presentations

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.

http://www.kvisoft.com/pdf-merger/

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

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

2.SKLONIŠTA-gotovo.ppt

5.PJOVERI-gotovo.ppt

3.BUNJICE-gotovo.ppt

4.KUĆICE-gotovo.ppt


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.

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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

5.PJOVERI-gotovo.ppt

• 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

Lidija Legan Landeker Tjaša Hitti



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.


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.


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.


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.


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.


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?)


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.


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.


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


SEASONS

Project day – an apple:

3. station – students bake apple strudel


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”.


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.


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.


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.


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.


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

Comenius, presentations

Education

Transcript of Comenius, presentations