Schoolyard transformation focused on design, environmental sustainbility and well-being
School of Design,Graphics and Sustainable Building unites in its essence craft, skills and esthetics and has made a goal to creatively transform the schoolyard based on sustainability, inclusion and general well-being. Within the school curriculum, students under the mentorship of their teachers envisage, create and implement their solutions to adapt school area to their needs. The schoolyard should serve as an extention of the Mediterranean atrium with birds, plants and decorative stones.
Regional
Croatia
Split, Split - Dalmatia County
Mainly urban
It refers to other types of transformations (soft investment)
No
No
Yes
As a representative of an organisation
Name of the organisation(s): School of Design, Graphics and Sustainable Building Type of organisation: Other public institution First name of representative: Sela Last name of representative: Tecilazic Gender: Female Nationality: Croatia Function: Headmistress Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: Matice hrvatske 11 Town: Split Postal code: 21000 Country: Croatia Direct Tel:+385 21 434 581 E-mail:ured@ss-dizajngrafikuiodrzivugradnju-st.skole.hr Website:http://gogss.hr
As a part of the multidisciplinary teaching we have included projects where students from different educational sectors (design, graphics, multimedia and sustainable construction) participate in order to put their knowledge and skills to use from designing, visualisation and modelling to advertising the project. Special attention has been put on school interior and exterior because apart from raising awareness about sustainability and preservation of nature, peer violence and inappropriate behaviour is reduced in pleasant surrounding. In addition to “Bunja”- traditional, round stone house and olive grove in the schoolyard, students have designed trees, using recycled materials, to decorate facades. Since the project started in 2021, the natural environment has been enriched with designed houses for stray cats and birds, and with planters containing jasmine bushes that provide shade and comfort. Our vision is to continue in creating sustainable and green friendly environment which will serve as educational point by building movable displays with content on biodiversity as well as provide space for work and leisure. Moreover, the displays are available to four neighbouring schools and the local community since the schoolyard is open to the public and easy to approach. Also, planting more trees and bushes has many environmental and conservation benefits such as lowering the temperature, providing shelter for birds, bees and hence contribute to biodiversity.
Students work together intergrating elements of design based on aesthetics, environmental awareness, heritage and old crafts. What is more, students strengthen social engagement through interaction and collaboration which is key to multidisciplinary project-based learning. Therefore, benefits of pro-environmental transformation of the schoolyard are multiple in terms of upskilling students, enhancing motivation to learn and improving health and mental wellbeing.
multidisciplinary teaching
raising awareness of natural environment
crafts and heritage
pro-environmental transformation of the schoolyard
inclusive and available
As educators we firstly focus on human sustainability to maintain and improve well-being of our students and teachers, to constantly progress in teaching techniques and provide modern and sustainable education. As we understand, it relies on integration and coordination of different programs, is project-based and enables students to express themselves through their practical skills. Secondly, having sustainable design in mind and encouraging the students to use recycled materials, this project tries to minimize waste and provide healthy and productive environment. Additionally, with planting trees which create shade and lower the temperature of the surrounding area students learn to focus on the conservation of biodiversity. Also, we frequently collaborate with non-profit organization “Sunce”, one of the leading organizations for nature and environmental protection in Croatia on various projects and take part in number of workshops on ecology and sustainability held by the organisation. And thirdly, in terms of social sustainability, the project strengthens peer collaboration, meets the needs of young generation, and secures pleasant environment for the community as well. The intention is to challenge students with interdisciplinary approach through integrated projects and to create multifunctional and enjoyable space.
Besides creating functional space for educational purposes, being school of design, our students tend to enhance the functionality with beautiful designs that is implemented in the surroundings and eco-friendly.
This is especially presented through stylized trees on the facade with decorations that the students designed and made from wood, metal, glass, ceramics, and painted according to their imagination. In the workshops, students of different educational courses collaborate and produce prototypes in small series thus preparing for large-scale production, which they would carry out through the school cooperatives.
Project activities improved the schoolyard but also fostered togetherness, communication and cooperation among peers, promote their profession and professional competences. It also strives to improve acceptable form of behaviour and reduce peer violence or other risky behaviour. The school environment has become a place for socializing and learning. Since the students are directly involved in schoolyard transformation and can immediately enjoy the outcome, it strengthens their sense of belonging and encourages to become more responsible members of the community. Therefore, benefits are multiple in terms of developing their skills, motivations to learn and their health and mental wellbeing.
Our school recognizes inclusive approach to education and individual’s needs are taken into account and all learners participate in order to achieve outcomes together. Students with disabilities take part in the development of the project from the very beginning. This is not only about students with physical disabilities or mental difficulties, but also those who feel neglected in any way, have learning problems, are poor, or members of a minority group. Classrooms are made up of students with mixed abilities where mentors thoroughly plan appropriate activities taking each student’s personal needs into consideration. We often collaborate with the Institute of Health in Split, participate in workshops on protection and improvement of the mental health of young people in the school environment. Students with different impairments work on design and printing of promotional materials and setting up of the designer tree sculptures. We aim for panels and space for studying and relaxing to be easily accessible and visually adapted. A welcoming and diverse educational environment can massively improve the well-being of students. In sense of affordability the project unites the students’ practical work and the final product that can be put into use as functional and beautiful. Also, they are available to all neighbouring schools and the local community since the yard connects to the campus as well. Our intention is for the project to outgrow the school grounds and incorporate into the community with the idea of sustainable and multifunctional neighbourhood.
The project aims to enhance coexistence and promote active participation of different community members, namely, neighbouring schools, campus and representatives of the civil sector to improve the management of public areas. Responding to the needs of a diverse population, the schoolyard is a walkable and easily accessible area that can be enjoyed by all parties and serve as educational and recreational point.
We often cooperate with the Institute of Health in Split, that helped in implementation of several projects through initiatives and workshops to accept diversity, which at the same time requires tolerance and change in us and around us.
Our students frequently collaborate with non-profit organization “Sunce”, one of the leading organizations for nature and environmental protection in Croatia on projects such as „FAIRSEA, "Sustainable student companies - green companies” and participate on many workshops about cooperation between different sectors and connecting with the community, recycling, sustainability and preserving nature.. It has led to better understanding of the environmental issues, civic responsibility and inspired us to embark upon the project in 2021. Not only students but also the entire neighbourhood will benefit from the outcome of the project. They will be able to responsibly use an inviting and pleasant outdoor space and become partners in addressing community needs.
The process started as a vision of the teachers who can convey contemporary needs alongside with transmitting skills to their students thus fostering tradition and encouraging the sense of identity. It was carried out through the students’ involvement, that makes a difference because of their outpour of creativity, strong groupwork and willingness to take part in all segments of realization. Furthermore, the engagement of NGO “Sunce”, provided students with useful workshops on environmental topics such as recycling, waste reduction and global warming. Students were able to address the same issue from different perspectives, in classes and outside the traditional classroom which resulted in higher motivation and involvement afterwards. What is more, partnering with Scouts Split on the project “Boranka” was of utmost importance in strengthening extracurricular educational activities.”Boranka” is the largest European volunteer action in reforestation of the areas affected by natural disturbances like wildfires or drought, and a great example of how to bring together numerous volunteers, institutions and organizations in the restoration of nature. Students who volunteered and planted trees develop respect for the environment, gain new skills and have shown deeper understanding of preservation of nature. With involvement of different stakeholders in extracurricular activities, students reinforce the lessons learned in the classroom, and are offered the opportunity to apply academic skills in a real-world context.
Students and their mentors from all sectors-design, graphics, multimedia and sustainable building join forces in activities from visualisations and creating prototypes of natural objects to actual production of metal and ceramics art pieces to adorn the yard. They work together, cooperatively, talking through the material with each other and making sure that all group members understand the assignment. They learnt about time management, planning strategies, and resolving conflicts. Additionally, students are assigned distinct roles within their groups to build individual responsibility for the shared goal. For example, students took part in presentations about the importance of trees and how to perform the process of planting which was followed by the activity of planting trees and bushes in the school yard as well as in reforestation action. Afterwards students of different educational sectors designed, cut, ornamented, and installed decorative trees on the façade or built houses for stray cats. Finally, graphic and multimedia sector worked on advertising campaign and visual presentation of the project. It is the students who have now gained experience and recognition which they will use in the following stages where they will creatively decorate new educational facilities, to be more specific, two kindergartens in Split area.
In this process, added value reflects in understanding that improvement in students’ achievements is not just down to academic ability and can be hugely affected by the environments they are in, the quality of teaching, availability of resources or extracurricular activities. In particular, students are taught to nurture and develop innate curiosity to explore environment and connect with nature, interact, and cooperate, build their own paths in learning and solve problems in the process. It offers a certain level of independence to students, enables them to develop their traits of self-belief and self-reliance.
Effort taken towards the protection and restoration of natural ecosystems should be encouraged because our future depends on it. This project recognises the fundamental rights of children to grow up and study in connection with nature in their everyday environment. They get the opportunity to physically transform urban school grounds into greener and more beautiful oasis, which will enable students to access biodiverse space each day, while learning how to take tangible action to advert the climate and ecological calamity. At the same time creating pleasant learning spaces with small artifacts and beautifully designed items, students and teachers enhance their sense of well-being. School have an essential role in supporting students to make healthy lifestyle choices and understand the effects of their choices. Students are not the only ones who benefit from such educational environment. Well-being improves teachers' ability to interact with students, teach concepts and face the challenges. The project can outgrow the school grounds and outpour in the local community by designing a sustainable and multifunctional area. This project applies modern teaching methods, integrates different subject curricula, practical and theoretical skills. It is skills-based, integrative with nature and includes peer collaboration. To develop certain product as the outcome of the project-based learning, students and teachers adapt to various approaches to the content and debate the strategies. It is more activity-based and centres the learner’s mind which involves them entirely into the process of learning. In addition, it is exhibited publicly and prone to comments and remarks just like in the real working environment, therefore, raises awareness of group and individual responsibility and engagement. Society requires creative and innovative minds for progress, students who are introduced to modern teaching techniques so that they can create opportunities for themselves and others.
The whole process, in terms of visualisations and creating prototypes of natural objects to actual production of metal and ceramics art pieces to adorn the yard, can be replicated by our students or other interested parties. Likewise, students who took part in presentations about the importance of trees and were educated by experts on how to perform the process of planting which was followed by the activity of planting trees and bushes, can now act as educators themselves. They can teacher younger generations of students about the importance of planting trees. It is the students who have now gained experience in both design and actual planting and recognition for their skills which they will use in the following stages where they will creatively decorate new educational facilities, to be more specific two kindergartens in Split area which is part of this year’s school curriculum.
Sharing our schoolyard with other four schools and students attending seminars in the campus area alongside with passers-by from neighbouring buildings who in their daily walks with friends or dogs use the yard has risen the sense of community in both students and neighbours. Passing the knowledge to the community will be organised via workshops open to public in which a larger audience including members of the Municipality of Split, NGOs and other schools will be invited to present the current outcomes and present further plans involving the transformation of the schoolyard where we shall offer our know – how, both ideas and help in the realisation of the planned activities. Therefore, the results of our school yard transformation transcend beyond our school boundaries thus continuing in line with the projection of the original creator of the school building Dinko Kovačić who was a visionary of his own generation who planted inside the school atrium and set birds so we could feel like we are outdoors while indoors. This is our legacy and what drives us to take the next step.
Diverse learning methodologies create a multi-skills approach to learning and encourage learners to explore tasks using wide-ranging skills such as problem solving, critical thinking, teamwork, creativity, collaboration, digital literacy, and communication. They link formal, non-formal and informal learning. In undertaking any project there are several stages to consider. Typically, the project starts with teachers or students identify a problem, in this case an opportunity from the surroundings that requires meticulous work and demands a resolution. The next step is designing a learning plan that involve the students and integrates multiple subjects for enhanced student engagement and dynamic learning. Teachers provide deep content knowledge to the students and give a set date or time frame in which each project activity and final work should be presented. In the following stage teachers incessantly monitor and assess student work and progress. The assessment helps students in enhancing their skills and thus increases their confidence. An essential stage in the project is to improve upon the first iteration, make the necessary adjustments and finally, presenting the outcomes i.e. designer trees made of recycled wood adorned with goldfinch figurine, clay cups and plates and metal fig leaves. Alongside with producing designer trees students planted trees and bushes in the school garden. This all leads to the most important part, the impact and the spill-over effect, in other words to implementation and the benefits that outgrow school grounds and transcend to the wider community.
In this climate-afflicted era it is our goal to preserve and sustain the way of life in connection with nature, a healthy combination of work and leisure indoor and outdoor as part of the educational process.
The issue of global warming can only be tackled with planting trees which create shade, filter air and lower the temperature of the surrounding area and bushes which create a sense of well-being as well as attract pollinators. A healthy environment highly benefits all living beings for balance of body and mind can only be achieved in such a surrounding. Therefore, students had education on the function and benefit of trees and the need for preservation of green oases within urban areas but also the need of planting to help areas destroyed by wildfires to regenerate. Following the theoretical part, they put their knowledge to practice by planting trees in the school surrounding and, in the fire-afflicted area of Mosor and Kučine. Students who have planted trees have a respect for the environment which they will convey to their colleagues at school and in their families so by raising awareness of this generation we make sure they will preserve it for the next generation. Furthermore, students themselves harvested olives in the school exterior.
Since our school is a design school teaching biodiversity in our curriculum means that students design nature-inspired artefacts, use recycled materials to raise awareness about sustainable production and reduce waste. What is more, they learn about indigenous species of plants (fig tree) and birds (goldfinch) which they artistically present in their workshops. In addition, students create birdhouses and houses for stray cats in the schoolyard again made of recycled material and have the possibility to see how their work stands in the same working and natural environment in front of their eyes.
Students harvested olives in the school exterior as part of their daily schedule which caused joy among students and made them more environmentally aware for before they only passed by it but never envisaged themselves as part of it. The planted trees and bushes are watered by the students to raise awareness of the need to care for the environment. The student-designed and crafted trees ornamented with goldfinch ceramic figurines and metal fig leaves have been put on the school façade while the birdhouses and stray cat houses were put among trees to provide a secure shelter for animals. Students and teachers from all four secondary schools who use the school premises have seen the results of the creative and educational process and feel the benefits in the sense of well-being and positive attitude towards the natural environment. Students of the next-door campus and passers-by living in neighbouring houses all use the yard for it is open to the public. The following steps are to help implement what the students have learned on the indoors and outdoors of two kindergartens, which is part of our school’s current year curriculum. Furthermore, we have contacted the local organisation in charge of public spaces to see if they would be open to our animal-friendly initiative and put stray cat houses on the area outside school premises. This way our students' work could have a spill-over effect to the local community. Also, students of set design have produced visualisations of the yard with a shade trellis and a seating provided underneath which would be used by students for resting, reading, creating and discussing in a natural environment. Students of graphic design produce educational materials related to biodiversity which would be presented on movable displays in the school yard. What is more, web designers and media students will take photos and make videos of the transformed yard to be used for the dissemination of the project the impact of which will be profound.
Our initiative contains quantitative objectives for upskilling students by bringing acquired skills to a higher level. The applied skills are evaluated as specific outcomes for specific educational courses (metal design, ceramics design and set design outcomes) which could become part of learning outcomes in the common European framework for VET or be part of student acquired skills via traineeship recognised in new Europass. Getting additional financing for our initiative would show our students that working together brings about change thus preparing them for labour market which requires personal initiative alongside with group work. Equally as important as gaining specific skills are the non-cognitive skills which include personality, temperament and attitude. The role of teacher as a conveyor and facilitator of upskilling is essential but he/she also monitors groupwork making sure learning happens in a supportive, inclusive, open-minded environment where ideas are met with constructive criticism and/or whole-hearted support. Work – based learning in our initiative helps increase relevant skills and is an incentive for active participation, personal development, citizenship and environmental sustainability. Investing in people, human capital, is essential to creating pro-active, trained and adaptable workforce. School has a vital role in connecting young minds with businesses via apprenticeship and wider community be it local authority, chamber of crafts, centre of vocational excellence or NGOs. Taking part in Erasmus KA1 mobilities takes student and teacher skills to a new international level thanks to learning mobility abroad enabling them to exchange knowledge and skills with their European peers in creation of a new paradigm of employable vocational students immediately on finishing their secondary education. Such young minds who have been part of our initiative will promote ways of thinking and acting which is in accordance to caring for our planet.
