1. 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.

2. 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

3. Housing and lifestyle in the
past

4. In the past time families were large

5. Houseof a
paesant
House of a
wealthy
resident

6. Coastal towns = houses
built in height
Inlands = Storey
houses

7. Atthesummer, membersof familiyspent lotof
time in theyard

8. Wine cellar
on the ground floor

11. Tools

12. Hearth

13. Kitchen

15. Larger houses had living rooms

16. Partition walls

18. Mrs. Ivanka (1935): “ Boards on the
wooden floor always squeaked.”

19. Bedroom

20. bavul
chest

21. Bedroom furniture

23. Toilets were outside the house.

24. lighting

25. Mr. Juro(1915): “I had adwale inthegarden, butthose
whodidn’thave it had togoforacomulatedwaterwhich
wascomune.”

26. Woman took care of house
and children

28.  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.”

29. Man worked in
the field

30. Donkies and mules were important
animals

31. Someworked in a quarry

32. Mrs Luce: “We didn’t have any toys so we
girls made dolls of the wool.”

33.  Traditional outfit was worn in special
occasions

34. In ancient times people wore leader shoes

35. In a coastal parts jewerly was mostly
made of gold.

36.  Mr. Jure: “We ate what we had in garden.”

37. They mostly ate lettuce or
cabbage and egg for the
dinner.

38. THE END

40. THE YOUNG AND THE
ARCHITECTURAL HERITAGE
PILES
PJOVERI
SHELTERS
COTTAGES
BUNJE

41. TECHNICAL EDUCATION PROJECT
Participants:
Students from elementary school
Pučišća, 5. – 8. grade
Mentor: Anton Matković, TE teacher

42. 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

43. 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)

44. History
Geography
Technical education
Art
Maths
ICT
PROJECT RESEARCH CONNECTS SEVERAL
TEACHING SUBJECTS:

45. •Working journal
•Photos
•PP presentation
•Sketches
•Pile models
•Double piles made in whole length
OUTCOMES (measurable results):

46. PROJECT REALISATION
Research chronology
• Part one - SHELTERS
• Part two - PJOVERI
• Part three - COTTAGES
• Part four - BUNJICE
• Part five - PRACTICAL WORK

47. 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)

48. • Explored areas are mapped
• All the field work was carried out on Brač (Pučišća
area)
• The processed drywall objects aro also mapped

50. BRAČUTA 1
BRAČUTA 1 i 2
PUT DUBRAVE
PRHAVAC
GRIPE
Bunjica position

51. Gripe shelters position

52. Čad shelters position

53. GRIPE
Cottages' position

54. Pjoveri position

55. 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

56. 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

57. – 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

58. PJOVERI
BUNJICE
COTTAGE
S
SHELTERS
DRYWALLS

59. Part one
SHELTERS

61. ČAD SHELTERS POSTION

62. 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

63. • Bad weather conditions were inconvenient for
the Brač peasants
• These shelters used to provide protection for
the peasants

65. The shelter was built
of stone collected
nearby.
Above the opening
there is a large stone
slab resting on a
carefully folded
semicircular structure.

66. 90
156

67.  The purpose of these shelters was the
protection from the rain and cold winds

68. 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

69. Part two
PJOVERI

71. • 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

72. • 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

74. 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

75. • 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

78. • The collected water was used to soak
soil
• That water was used to grow cultures
uncommon for the mediterranean
climate

80. • 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

83. • The first bliznica is separated by stone
shoal, and the second one was altered
by human hand to increase the tank
area

86. • The water tank located under the pjover
made of stone, reinforced by concrete,
enables the soaking of nearby vineyards

89. 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

90. Part three
BUNJICE

91. • Man has always tried to find shelter
from bad weather (under the tree, rock,
in the caves, etc)

92. Prehistorical period on Brač
Historical artifacts prove that people lived
in special habitations in Dalmatia, and on
the island of Brač in BC times

93. • These small, round based houses can be
seen today all over the island and
especially in and around Pučišća county.

94. • They stand proud, lonely, built
everywhere (near olives, piles, paths,
fences...)
• They are small works of art that belong
to primitive and simple architecture.

95. • To hide from the wind, rain or sun
• To have a break or snack
• To feel safe…
…All was and is provided by bunjice

96. • They are still of use today if you want to
get away

97. 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)

100. 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

101. • 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.

102. 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

106. Part four
Cottages

107. • 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

108. • Field cottages were traditionally built
for farmers and shepherds
• They provide them safe haven during
bad weather

109. Example one
• An old cottage is located on the left side
of the road at the crossroads from
Pučišća to Pražnica

110. It should be restored

111. BIG HEADER STONES AT THE CORNERS AND
AROUND THE OPENINGS

113. 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

115. New cottage

117. • 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

118. 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

119. 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

120. • 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

121. 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.

122. 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..

123. The cottages fit perfectly in the landscape with
their color, shape, size and beauty

124. Part five
Practice

125. 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.

126. • 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.

127. • 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.

133. • 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.

134. • 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.

135. • We give a small contribution to preserve
our heritage (we use stories, photos,
work)
• This is ours and it must stay ours.

136. • 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

137. FAMILY LIFE IN THE PAST
AND IN THE PRESENT
Željka Martinić, teacher
& pupils of 2nd grade,
Pučišća elementary school

138. RESIDENTIAL BUILDINGS
PAST PRESENT

139. HOME FACILITIES
PAST PRESENT

140. SLEEPING
PAST PRESENT

141. COOKING
PAST PRESENT

142. MAINTAINING PERSONAL HYGIENE
PAST PRESENT

143. DINING
PAST
PRESENT

144. OBJECTS IN THE HOUSEHOLD
PAST PRESENT

145. DAILY MEALS CONTENT
BREAKFAST - PAST BREAKFAST - PRESENT

146. LUNCH - PAST LUNCH - PRESENT

147. SUPPER - PAST SUPPER - PRESENT

148. TASKS INVOLVING ALL FAMILY MEMBERS
PAST PRESENT

149. FAMILY CELEBRATIONS
PAST PRESENT

150. DRESSING
PAST PRESENT

152. Culture of living in
the past and in the
present

153. The attitude towards the waste in
the past and in the present

154. Life in the past Life in the present

155. Life in the past
 Peaceful and simple life
 Smaller villages and cities
 No stress
 No air, soil or water
pollution
 Less waste

156. COMPOSTING
ANIMAL
MANURE
HEALTHY FOOD -
MILK, EGGS,
MEAT

157. 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

158. Life today
Time of rapid and stressful life
Time of rapid development
Consumer society
Produces large quantities of
waste

159. ORGANIC WASTE
PAPER
PLASTIC
GLASS
METAL
HAZARDOUS
WASTE
OTHER

160. WASTE DISPOSAL ‘’KOŠER’’ ON
THE ISLAND OF BRAČ
WASTE DISPOSAL
KAREPOVAC

161. 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!

162. The impact of waste on
water and sea water
quality

163. BEACHES, POOLS, PONDS

164. Pollution of Karst
Limestone is a rock that slowly
dissolves under the influence of
water.

165. Water dissolves other substances in
nature, including discarded waste.

166. Because of numerous cracks and
holes, polluted water quickly
penetrates underground.

167. Animals that live underground in
caves and underground caverns
drink water with dissolved
chemicals.

168. In the caves and pits of island Brač
there are many endemic animal
species

169. A number of deep pits fasten the
flow of water to the sea.

170. These chemicals enter the marine
organisms which come back again
on our plates.

171. Shall we live like this…

172. …or like this?

173. We need to decide!
We should recycle!
We should make compost!
We need to develop
environmental awareness!

175. 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

176. 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

177. 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

178.  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)

179. ◦Project research bonds several
subjects:
◦ Histoty
◦ Religion
◦ Maths
◦ Technical education and Art
◦ Computer science

180. 1. Medieval churches:
 St. George at Straževnik
 St. Clemens

181. ST: GEORGE AT STRAŽEVNIK

182. -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

183. -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

184. -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)

185. -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

186. • 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

187. We drafted (sketched) and made a relief layout in
stone (1 cm high)

189. Remnants of the medieval settlement
Straževnik have been found in the vicinity
of the church.

190. People of Straževnik
had another church,
dedicated to pope
Clemens IV. There
are several priest
graves nearby.

191. The church was built in the
10. century on the southern
slopes of Klinjih Glava

192. 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.

193. -Square windows were opened
afterward in the apse vicinity
-distaffed belfry was added in the 14.
century

194. -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

195. SLIKATI TLOCRT CRKVICE

196. St. Clemens draft (sketch)

197. 2. Bračuta churches
St. George (medieval)
St. Dujam (baroque)

200. •St. George's church was built in
the 13. Century, probably on the
remnants of Roman villa rustica

201. • the church is very high
and it is not proportionate
to the small layout (which
gives away the beginning
of gothic style)

202. • it has a barrel-
shaped arch

203. •
• what is there in the niche
(dent) in a wall?

204. • was there a window
before?

205. • we found the window, opened it
and returned the stones to its
place

206. -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

207. • on the left there is a panel which
was used for open sermons

208. -the hermit's house was
added near the church in
1586.(people called it
Opatij-stan
-hermits were church
guardians

209. • The last guardians
were Franjo and Marija
Šesnić from Gornji
Humac (data from the
church documentation)

210. We measure, draft, draw a
layout and a facade.

211. •there was a Roman water
on the road beneath the St.
George's

212. • St. Dujam's church is being
renovated at the moment

213. -It is completely
devastated

214. -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

215.  The church has a 3 m facade and
overside is 3.8m

216. - there are štukature (plaster
shapes from the baroque
period)

217.  the altar is plastered from the front side

218. • 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

219. • the church was plastered and painted from the
outside. It has been renovated since 2010. under the
conservators' supervision

221. Batak churches
Virgin Mary church
St. Roko's church

222. 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.

223. •the bishop of Šibenik Ivan Lucić canonized the
church in 1533.

224. • there is also a stone relief with Blessed Virgin and saints in
the apse. Christ the King is among the angels on the
pediment

225. •there are several graves in
the church's floor

226. • 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

227. Landmarks and legends
-3 stones
-Sacramental gifts
-The theft of Madonna's
head

228.  There are 3 legends about 3 head stones
 Sacramental gifts
 The theft of Madonna's head

229. 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.

230. Trivia about Juraj Mladineo
He was Venetian galley
commander
He participated in numerous
wars
He received a medal from
Venetian Republic

231. • Father Andrija Kačić Miošić wrote about
Juraj Mladineo's glory and valor in his piece
''Razgovor ugodni naroda slovinskog''

232. 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

234. 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)

235. 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

236.  there used to be a chamber for ablution on
the left

237.  the baptistery is cross-shaped

238.  there are also Roman apse, external part of the
roof and three semicircular windows

239.  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

240.  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.

241. St. Nicholas' church
on the Lantern

242. •the same brotherhood raised a new altar in the
parish church dedicated to St. Nicholas

243. -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)

244. The Chapel of Madonna of
Lourdes

246.  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.

247. 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:

248. 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)

249. 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

250. 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.

251. KATEDRALA U ŠIBENIKUTROGIRSKA 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. .

252. STOCK EXCHANGE BUILDING IN ZAGREB
MEŠTROVIĆ GALLERY, SPLIT
MEŠTROVIĆ - Art pavilion in Zagreb BANOVINA BUILDING IN SPLIT
SEVERAL FAMOUS BUILDINGS BUILT OF BRAČ STONE

253. We visited the Stonemasons school to learn something about
the types of stone and stone processing.

254. 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.

255. VESELJE FIORITO
VESELJE UNITO
SIVAC VENATO SIVAC MACCHIATO

256. In the Stonemason school students learn antique,
"Roman" way of stone carving.

257. SEPARATING BLOCKS BY WEDGES

258. MARTELINA
BUćORDA PIKET
ZUBATKA
TOOLS FOR STONE CARVING

259. POLIRANJE
FINE PROCESSING AND POLISHING TOOLS

261. IN THE PAST, THE STONE WAS PROCESSED ONLY MANUALY.
TODAY, THE HARDEST WORKS ARE HANDLED BY MACHINES

262. After getting acquainted with the material, we went out to research
how it was used for building. We explored, took photos and made
sketches.

263. 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.

264. Houses in seaside
settlements face
waterfront and port
They are built tightly and
located along the hill

265. Inland settlements are
centered around the square
(Pjaca). Houses are scattered
and have larger gardens.

266. By pjaca and the port the
houses are largest and
richly decorated.

267. The sinkholes are never built,
because they contain the most
fertile land

268. 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.

269. VEŽNJAK
DRYWALL
The outer parts consist of larger pieces,
and inside is filled
with tiny stone waste (“škaja”).

271. In the oldest times houses did not
have chimneys, only a hole in the
roof.

272. RAINWATER FROM THE
ROOF POURED INTO
THE CHANNELS AND
FILLED THE WATER
TANK.

273. GUSTIRNA (WATER TANK) TAKES A PART OF THE CELLAR OR IT’S ADDED TO THE
HOUSE.
EVERY SETTLEMENT HAD ALSO LARGE COMMON WATER TANKS.

274. 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.

275. THE HOUSES ARE
GATHERED AROUND
COMMON COURTYARD.

276. IF THE HOUSE IS STOREY, THERE’S A CELLAR IN THE
GROUNDFLOOR.

277. Partition walls are made
of boards or wattle,
covered with plaster or
mud.

278. THE HOUSES ARE OFTEN BUILT IN A ROW.

279. During project we modeled
some facades of clay, trying
to show diversity of
construction and some
typical elements.

280. STAIRS TO FIRST FLOOR WITH "SULOR"
(SOLARIUM).
SHELTERD SPACE UNDER ARC
(BALATURA) COULD BE USED FOR
SITTING AND WORKING IN THE WINTER
TIME.

281. IN ATTIC, LIGHT COMES
THROUGH "LUMINOR“,
SKYLIGHTS WITH SMALL
GABLED ROOFS.

282. LARGER HOUSES
HAVE BALCONIES
MADE OF LARGE
PANELS LEANING ON
STONE "TEETH".

283. SMALL OPENINGS &
WOODEN SHUTTERS -
PROTECTION FROM
SUNLIGHT AND WIND

285. PARTICULAR TYPE OF
HOUSES: VILLAS AND
SUMMER
RESIDENCES OF
WEALTHIER FAMILIES

286. ALL SEASIDE
SETTLEMENTS HAVE
TOWERS TO
DEFEND AGAINST
THE TURKS
AND THE
PIRATES

287. OUTDOOR SPACES, ALSO BUILT
IN STONE, FORM UNITY WITH
THE HOUSES

290. 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.

291. AN EXHIBITION
RELATED TO OUR PROJECT
WAS SET UP IN THE SCHOOL.

292. CONCLUSION:

293. THE APPLE-TREE THROUGH
SEASONS
Lidija Legan Landeker
Tjaša Hitti

294. 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.

295. 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.

296. 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.

297. 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.

298. 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.

299. THE APPLE-TREE THROUGH
SEASONS2. 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?)

300. THE APPLE-TREE THROUGH
SEASONS3) 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.

301. 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.

302. 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

303. THE APPLE -TREE THROUGH
SEASONS
Project day – an apple
1. station – students make dried apple slices.

304. Project day – an apple:
2. station – students prepare apple juice
THE APPLE-TREE THROUGH
SEASONS

305. Project day – an apple:
3. station – students bake apple strudel
THE APPLE-TREE THROUGH
SEASONS

306. 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

307. 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

308. • 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

309. 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

310. • 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

311. 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

312. 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

313. 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.

314. 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:

315. 1. Have you got a garden or a field?
0
5
10
15
20
25
30
35
40
45
Category 1
Yes
No

316. 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

317. Which fruit do you grow at home?
Most usual fruit:

318. 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

319. 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.

320. 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.

321. 6. Where do you get vegetables
and fruit if you do not grow it
yourself?
• grand parents - relatives
• market
• shop
• local farmers

322. 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)

323. VISITING A SELF-SUFFICIENT FARM

324. THE FIELD

326. ANIMALS

329. PRODUCTS

331. WORK AT SCHOOL– collecting home
grown vegetables, fruit and herbs.

332. Art products

335. In the end we put up an exhibition, we
cooked the vegetables and the fruits
and ate them.

336. 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.

337. PRODUCTION OF
GOAT CHEESE
MARUŠA BABNIK
KATARINA BIRK

338. 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.

339. 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

340. 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.

341. 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.

342. 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.

343. 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

344. VISITING A FARM
We observed
goat milking at
the Babnik‘s
farm.

345. WORKSHOP: PRODUCING
GOAT CHEESE
First we tasted
goat milk.

346. Then we poured
goat milk on a
sieve and
cooked it.

347. We added the
rennet.

348. We heated the
milk to 38
degrees Celsius
and kept in this
way for 30
minutes.

349. We cut the
cheese milk in
3 cm cubes with
a knife and
stirred it with a
spatula.

350. We heated the
milk again,
this time to 42
degrees
Celsius. In the
meantime we
chopped the
chives.

351. We sepatared
the cheese
from the liquid
using a sieve.

352. We crushed
the cheese in
a model and
covered it
with chopped
chives.

353. We put weights
on the cheese.

354. We are soooo
proud!

355. It‘s delicious!

356. 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

357. A GOAT MADE OF WASTE MATERIAL
We used waste
material to
make a model
of a goat.

358. BEEKEEPING – HONEY IN
OUR MEALS
Sostro Primary School
Judita Šimenc

359. 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.

360. 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.

361. Beekeeper‘s visit, classwork.

370. Painting beehive panels

372. A survey

374. Baking gingerbread biscuits

379. Making wax candles