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+ | PART 2-workshop | ||
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+ | Break up into groups with 3-5 people each (approx. 5-6 groups) | ||
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+ | Creative methodologies for relationship between Food, Plants & Environment (eat-grow-live): | ||
+ | 3 Sections outline | ||
+ | FOOD (plate) - Eat as FOOD/ personal, local, seasonal, cultural | ||
+ | PLANTS (plant) - Growth as Plants/ indoor, outdoor, seasonal, local | ||
+ | ENVIRONMENT (place) - Living as Environment/ | ||
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+ | Through hands-on suggestions and creative alternatives, | ||
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+ | Part A. FOOD – Plate: Set the perspective from the Personal place - individual | ||
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+ | How can we develop a relationship with what YOU eat. | ||
+ | * choose your dish, which include from 3-4 vegetables, 2-3 spices. (choose it before the workshop) (think about local edible plants, try to choose as much local vegetables as you can) | ||
+ | * write all vegetables on walls / choose repetitive and majority | ||
+ | * divide into groups (pair up with people you don't know) | ||
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+ | Part B. PLANTS – Plant: Collecting, deciding, mapping | ||
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+ | To develop a food mandala inspired by Nordic biotopes and seasons. A mapping of the seasons in order to communicate to a wider urban audience what one can grow when. The term ‘Food Mandala’ was first used by a Japanese Farmer called Fukuoka in his book ‘One straw Revolution’. | ||
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+ | TASK (mandala mapping) | ||
+ | * everyone will write down the names of plants on the paper as a mind map. 10min | ||
+ | * Make a plant list, in Latin, Swedish and English – companion planting | ||
+ | * (we will select about 5 to 7 different plants and we will looks at plant guild structure to match the seven level combinations, | ||
+ | * look at plant origins (20min) – parallel to all phases / look where they come from | ||
+ | 1. compatible with each other? | ||
+ | 2. native/ | ||
+ | * (we should encourage each group to share the tasks, in order to get as much information about plants as you can) | ||
+ | This part includes research (internet and books), analysis, (approx. 1h) | ||
+ | Students receive an ‘empty ruler’ system to fill in with their guiding frameworks (they create their own toolkit) | ||
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+ | a. vegetable / herb – local | ||
+ | b. companion plant | ||
+ | c. seven level combination | ||
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+ | media: visual representation – draw, paint | ||
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+ | QUESTIONS; Some questions along the way to ponder; (‘food for thought’) | ||
+ | - What are you eating and growing habits? | ||
+ | - What are your enjoyments and/or traditions, (cultural, social, habitual,) Look at what do you like to eat? What do you eat? What do you want to change about your habits? | ||
+ | - Nutrients; kilojoules (something about energy and making that correlation) | ||
+ | - List the different ingredients behind this dish | ||
+ | - Think intuitively where they come from, (seasonally, | ||
+ | * Plant input in to local ecosystems? | ||
+ | * Growth methods and needs? | ||
+ | * The light travel during the day time and how it effects the light inside the place you want to build structure? | ||
+ | * Think about roots of the plants and how much space does it need in order to grow? | ||
+ | * Would the selected plants somehow reflects the permaculture methods? | ||
+ | * Is it possible to adjust it to, lets say, edible plant guild? | ||
+ | * Would that make sense and why? Outdoor to indoor | ||
+ | * How could we do it, by using following methods: | ||
+ | 1)Vertical gardening. 2)Hydroponic or and aroponik system. 3)Potplanting. | ||
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+ | Growing typologies- making a plant guild, understanding the types like permaculture, | ||
+ | Is there difference between plant guild and companion planting? Explain the differences | ||
+ | And how it relates to different growing methods? Permaculture, | ||
+ | Different ways of selecting plant combinations: | ||
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+ | Permaculture guilds are groups of organisms - plants, animals, fungi, bacteria etc. - which work particularly well together. These can be those observed in nature such as the White Oak guild which centers on the White Oak tree and includes 10 other plants. Native communities can be adapted by substitution of plants more suitable for human use. | ||
+ | The Three Sisters of maize, squash and beans is a well known guild. The British National Vegetation Classification provides a comprehensive list of plant communities in the UK. Guilds can be thought of as an extension of companion planting. | ||
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+ | Companion planting is the planting of different crops in proximity (in gardening and agriculture), | ||
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+ | Forest gardening (http:// | ||
+ | is a food production and land management system based on woodland ecosystems, but substituting trees (such as fruit or nut trees), bushes, shrubs, herbs and vegetables which have yields directly useful to humans. Making use of companion planting, these can be intermixed to grow on multiple levels in the same area, as do the plants in a forest. | ||
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+ | Part C. ENVIRONMENT – Place: Construction; | ||
+ | Design the place where you will plant them | ||
+ | Framework – indoor, Nordic (local + seasonal), DIY | ||
+ | Plant choice: | ||
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+ | TASK | ||
+ | * Make a map or sketch (make a collage) of the combinations of different plants (plant mandala), how would it look aesthetics inside your living place | ||